In pedagogical practice, the need for operational diagnostics of the level of development achieved by students is increasingly felt. This is due to the fact that it is impossible to effectively manage the processes of personality formation without knowing the depth, pace and characteristics of the ongoing changes. Winged words K.D. Ushinsky: “If pedagogy wants to educate a person in all respects, then it must first recognize him in all respects too” - they explain the need for diagnostics in a living educational process in the best possible way.

One of the complex and key problems of pedagogical theory and practice is the problem of personality and its development in specially organized conditions. It has different aspects, therefore it is considered by different sciences: age-related physiology and anatomy, sociology, child and educational psychology, etc. Pedagogy studies and identifies the most effective conditions for the harmonious development of the individual in the process of training and education.

The development of each person is ensured through education, through the transfer of their own experience and the experience of previous generations.

The study of personality is one of many areas of psychological research. Other areas are devoted to the problems of education, educational psychology, comparative analysis of behavior, physiological psychology, social psychology and psychoanalysis.

All these areas of research in one way or another affect the topic of personality. The psychology of personality sets itself the task of a concrete study of this topic and the knowledge of the essential factors that determine personality.

Mastering simple methods of diagnosing certain aspects of the development of students is an important component of professional pedagogical training. The main interest for school teachers and educators is the diagnosis of the personality of a teenager, the mental activity of students, the motivation of behavior, the level of claims, emotionality, the development of social behavior and many other important qualities. The most common method for studying the identified qualities of a teenager is testing or a questionnaire.

Personal questionnaire - a set of methodological tools for studying and evaluating individual properties and manifestations of personality. Each of the methods is a standardized questionnaire consisting of a set of sentences, with the content of which the subject (informant) may agree or disagree.

Personality questionnaires allow you to obtain information that broadly characterizes the personality of the subject - from the characteristics of his physical and mental state to moral, ethical and social views.

Along with personality questionnaires, there are other types of methods, for example, to study self-esteem, the method of studying self-esteem of personality traits Stolyarenko is used.

The purpose of this technique is to identify the level of self-esteem of a student according to predetermined personality traits; the choice of certain personality traits is determined by the objectives of the study (for example, difficulties in communication established using other methods, for additional information, such a quality as sociability can be offered for assessment).

The material for the study was questionnaires, where each of the four tables contains 20 personal qualities (good nature, sincerity, independence, etc.)

The methodology involves the following procedure: The student is offered four small tables, each of which presents the personal qualities of a person according to the name of a particular table. “Suppose you imagine an ideal person, what qualities should he have according to you?” Among the qualities written out by the student, he must circle in a circle those qualities that in reality are inherent in him. So the student must move on to the second set of qualities, then the third and fourth.

The height of self-esteem is determined using a specific formula

P = R? 100%

R - real qualities;

And - the qualities of an ideal person. Based on this, the average self-esteem score is calculated. "Average" self-esteem is considered to be self-esteem with scores from 46 to 56; "Inflated" - with scores from 55 to 69 and above; "Underestimated" - with points from 0 to 45.

The development of another type of methodology is based on the fact of repetition of a set of similar general psychological types in various author's classifications (Kettell, Leonhard, Eysenck, Lichko and others).

This technique is designed for a contingent of subjects aged 12 to 17 years. Accordingly, it can be used: in identifying the characteristics of a teenager's personality, in the formation of class teams, in the professional selection of young people for various types of professions (in particular, in professions of the "person - person" type), in pedagogical practice in order to correct relationships in the systems: "student - teacher" , "student - class".

Instruction. “You are offered a series of questions about the peculiarities of your behavior. If you answer the question in the affirmative (“I agree”), then put the sign “+”, if negative, then the sign “-”. Answer questions quickly, without hesitation, as the first reaction is important.

Questionnaire text

1. Do you like noise and fuss around you?

2. Do you often need friends to support or comfort you?

3. Do you always find a quick answer when someone asks you about something, if it's not in class?

4. Does it happen that you are annoyed by something, angry, angry?

5. Do your moods change often?

6. Is it true that you find it easier and more enjoyable with books than with children?

7. Do different thoughts often prevent you from falling asleep?

8. Do you always do as you are told?

9. Do you like to play a trick on someone?

10. Have you ever felt unhappy, although there was no real reason for this?

11. Can you say about yourself that you are a cheerful, lively person?

12. Have you ever violated the rules of behavior at school?

13. Is it true that many things annoy you?

14. Do you like this kind of work where you have to do everything quickly?

15. Do you worry about all sorts of terrible events that almost happened, although everything ended well?

16. Can you be trusted with any secret?

17. Can you easily bring life to a boring group of peers?

18. Does it happen that for no reason (physical activity) your heart beats strongly?

19. Do you usually take the first step to befriend someone?

20. Have you ever told a lie?

21. Do you get easily upset when people criticize you and your work?

22. Do you often joke and tell funny stories to your friends?

23. Do you often feel tired for no reason?

24. Do you always do your homework first and then everything else?

25. Are you usually cheerful and happy with everything?

26. Are you touchy?

27. Do you like to talk and play with other guys?

28. Do you always fulfill the requests of relatives for help with the housework?

29. Do you get dizzy?

30. Does it happen that your actions and deeds put other people in an awkward position?

31. Do you often feel that you are very tired of something?

32. Do you like to brag sometimes?

33. Do you most often sit and be silent when you get into the company of strangers?

34. Do you sometimes get so excited that you can't sit still?

35. Do you usually make decisions quickly?

36. Do you never make noise in the classroom, even when there is no teacher?

37. Do you often have nightmares?

38. Can you forget about everything and have fun in the company of friends?

39. Are you easily upset?

40. Have you ever spoken badly about someone?

41. Is it true that you usually speak and act quickly, without much delay in thinking?

42. If you find yourself in a stupid position, then you worry for a long time?

43. Do you really like noisy and fun games?

44. Do you always eat what is served to you?

45. Do you find it difficult to say “no” when asked for something?

46. ​​Do you like to visit often?

47. Are there times when you don't want to live?

48. Have you ever been rude to your parents?

49. Do the guys consider you a cheerful and lively person?

50. Do you often get distracted while doing your homework?

51. Do you sit and watch more often than take an active part in the general fun?

52. Do you usually find it difficult to fall asleep because of different thoughts?

53. Are you usually sure that you can handle the work that you have to do?

54. Do you ever feel lonely?

55. Are you embarrassed to speak first with strangers?

56. Do you often catch on when it's too late to fix something?

57. When one of the guys yells at you, do you also yell back?

58. Do you sometimes feel happy or sad for no reason?

59. Do you find it difficult to get real pleasure from a lively group of peers?

60. Do you often have to worry because you did something without thinking?

1. Extraversion - introversion:

"yes" ("+") 1, 3, 9, 11, 14, 17, 19, 22, 25, 27, 30, 35, 38, 41, 43, 46, 49, 53, 57.

"no" ("-") 6, 33, 51, 55, 59.

2. Neuroticism:

"yes" ("+") 2, 5, 7, 10, 13, 15, 17, 18, 21, 23, 26, 29, 31, 34, 37, 39, 42, 45, 50, 51, 52, 56, 58, 60.

3. Lie indicator:

"yes" ("+") 8, 16, 24, 28, 44.

"no" ("-") 4, 12, 20, 32, 36, 40, 48.

Interpretation of results

1. Evaluation table for the scale "Extroversion-introversion"

2. Evaluation table for the scale of neuroticism

On a scale of lies, an indicator of 4-5 points is considered critical, more than 5 points - the test results are considered unreliable.

1) Extraversion - introversion. A typical extrovert is characterized by sociability and outward orientation of the individual, a wide circle of acquaintances, and the need for contacts. Acts under the influence of the moment, impulsive, quick-tempered. He is carefree, optimistic, good-natured, cheerful. Prefers movement and action, tends to be aggressive. Feelings and emotions do not have strict control, prone to risky actions. You can't always rely on him.

The typical introvert is a calm, shy, introspective person, prone to introspection. Restrained and distant from everyone except close friends. Plans and considers his actions in advance, distrusts sudden urges, takes decisions seriously, likes everything in order. Controls his feelings, he is not easily pissed off. Possesses pessimism, highly appreciates moral norms.

2) Neuroticism - emotional stability. Characterizes emotional stability or instability (emotional stability or instability). According to some data, neuroticism is associated with indicators of the lability of the nervous system. Emotional stability is a trait that characterizes the preservation of organized behavior, situational focus in normal and stressful situations. Emotional stability is characterized by maturity, excellent adaptation, the absence of great tension, anxiety, as well as a tendency to leadership, sociability. Neuroticism is expressed in extreme nervousness, instability, poor adaptation, a tendency to quickly change moods (lability), feelings of guilt and anxiety, preoccupation, depressive reactions, absent-mindedness, instability in stressful situations. Neuroticism corresponds to emotionality, impulsivity, unevenness in contacts with people, variability of interests, self-doubt, pronounced sensitivity, impressionability, and a tendency to irritability. The neurotic personality is characterized by inadequately strong reactions to the stimuli that cause them. Individuals with high scores on the neuroticism scale develop neurosis in adverse stressful situations.

There is also a methodology for the study of self-attitude (MIS), which is designed to study the student's ideas about himself. The fundamental research method is testing. The technique is intended for adolescents and young men aged 14-17. The study is conducted by a teacher-psychologist once a year. The results of the study are intended for deputy leaders for educational work, teachers, educators, curators of study groups, class teachers, masters of industrial training, and a social pedagogue. The technique is carried out in standard conditions of educational institutions (group and individual forms of testing are possible). The interpretation of the results is carried out in accordance with the key to the evaluation and processing of research data.

MIS is a multifactorial questionnaire containing 9 scales and three independent factors that allow you to determine the diverse ideas of the individual about himself. The advantages of this technique are ease of implementation (students are offered a number of questions and a form), simple processing (the key-stencil is superimposed on the answer form), and, most importantly, as a result of the conduct, a large amount of psychological data can be obtained. The process of behavior of the technique takes about 45 minutes. The results of the methodology are recommended to be used in combination with other tests for the preparation of psychological and pedagogical characteristics.

The procedure for conducting the survey and processing the results.

The subject is presented with a test containing 110 items and a standard answer sheet. The instruction implies two gradations of answers: “agree - disagree”, which are fixed by the subjects in the corresponding positions of the form.

Values ​​are calculated on 9 scales using a special stencil key superimposed on the form. The stencil is designed according to the test key.

For a normally developing teenager, changes in the emotional-volitional sphere are typical, the risk of deviant behavior and affective disorders increases. In children with developmental disorders, disharmony of adolescence is more common and more pronounced, there is a mutual influence of specific disorders and general changes in the psyche characteristic of this age, and the influence of unfavorable social factors on mental development increases. All this can lead to persistent maladaptation.

The main tasks of the psychopedagogical examination are:

Qualification of mental characteristics, identification of intact and impaired functions, hierarchy of disorders to determine the nature of developmental deviations.

Research and qualification of the mental state of a teenager to identify the causes of particular learning difficulties (failure in certain subjects), behavioral disorders and social adaptation in general.

Diagnosis of the structure of mental activity for the purpose of career guidance.

The psychological study of adolescents with developmental disabilities is based on the same principles as the study of younger children. At the same time, the research procedure itself, the selection of specific diagnostic methods have a number of features. Here, when establishing contact with a child, it is very important to take into account the characteristics of adolescence - a tendency to independence, a sense of self. Although these features are less pronounced in adolescents with developmental disabilities than in normally developing children, they should still be taken into account.

A calm, respectful attitude towards the adolescent is an important factor in ensuring his cooperation during the study.

In the study of adolescents, the arsenal of diagnostic methods is significantly expanded, since during the period of schooling, children have made great progress in their development.

Since the intellectual and speech development of children improves in general, it becomes possible to use rather complex methods of studying personality and interpersonal relationships questionnaires, projective tests.

At the same time, although the study of personality and interpersonal relations in adolescence is an extremely important task, one should remember the need for careful selection of research methods, taking into account the speech and intellectual characteristics of the child.

For example, when presenting questionnaires, it is important to be sure that the teenager understands the meaning of the question completely: Otherwise, time will be wasted, and the results will be unreliable.

Therefore, the use of such questionnaires as the Licko Pathological Characteristic Diagnostic Questionnaire for Adolescents (PDO), the Cattell, Eysenck and other questionnaires is possible only if there is confidence in their availability for understanding.

Significant limitations exist in the application of the so-called projective methods of studying personality and interpersonal relationships. The lower the level of intellectual and speech development, the less the possibility of using such methods, the poorer their arsenal.

The whole set of projective methods can be divided into three groups:

1. Methods that require the greatest speech and intellectual activity, the ability to imagine when they are performed. These are such techniques as the Rorschach Color Spot Test, Thematic Apperception Test (TAT, in the children's version - CAT).

2. Methods that require less verbal and intellectual activity, since, while maintaining the general principle of constructing projective methods - the uncertainty of the stimulus material, they are still more structured, they have fewer requirements for constructing the intent of the statement, formation. The plot, to the motivation of the child in relation to the performance of tasks. Such methods include "Unfinished Sentences" by Sachs and Levy, the Rosenzweig Frustration Test.

3. Methods that impose minimum requirements on the level of intellectual and speech development (although a teenager's speech commentary, as always in psychological research, is very desirable). These include drawing tests that are very popular now (“House - tree - person”, “Non-existent animal”, “Drawing of a family”, etc.)

The analysis of drawing tests should be based on the totality of data about the child, including the results of neuropsychological research, the study of the motor sphere, etc.

Thus, a psychological study of personality traits and interpersonal relationships of a teenager with developmental disabilities should be built taking into account both the specific features of adolescence and the nature of developmental disorders.

Preliminary preparation of a psychological research program is an integral part of the psychological diagnostics procedure. The program of experimental psychological research determines a set of methods, tactics for their implementation, and the very sequence of presentation.

Methods for studying perception:

Methodology "Compasses" (perception of spatial features);

Methodology "Clock" (perception of spatial features);

Methodology for studying the perception of time.

Methods for studying attention:

"Correction test" technique; - red-black tables; - Mustenberg's technique; - "arrangement of numbers" technique; - "search for numbers" technique; "Search for numbers with switching" technique.

Methods for studying memory:

The method of mediated memorization (according to L.S. Vygotsky);

Method of pictograms (according to A.R. Luria);

The technique of "memorizing numbers";

The method of "memorizing images";

Pairwise reproduction method.

Methods for studying thinking:

Wexler's technique (children's version);

STUR (school test of mental development);

Methodology "complex associations";

Methodology "Matrix Ravenna";

Methodology "analysis of relations of concepts";

Methodology "identification of common concepts";

Methodology "quantitative relations";

Methodology "intellectual lability".

Methods for studying speech development:

Methodology for assessing the productivity of verbal reproduction;

Interpretation of proverbs.

Methods for studying learning motivation:

Methodology for studying the motivation of learning;

Approval motivation - Marlow-Crown scale;

Control localization scale.

Methods for studying the features of personality development and its properties:

Questionnaire Cattell;

Depression scale;

Methodology "unfinished sentence";

Method "non-existent animal";

Methodology "DDCh", etc.

The technique reveals the orientation of the individual to self-development. Developed and standardized by A. M. Parishioners.

Experimental material:

Method sheet. The first page contains all the necessary information about the subject, instructions, and a space (in a frame) for recording the results and the conclusion of the psychologist. The material is presented on the second page. (Appendix 5).

Order of conduct.

The technique is carried out frontally - with a whole class or group of students. After distributing the forms, students are invited to read the instructions, complete the task presented in the example. Then the psychologist must answer all the questions asked by the students.

After that, the students work independently, and the psychologist does not answer any questions. Filling in the scale along with reading the instructions - 8-10 minutes.

Processing of results.

I. Calculation of a score characterizing the propensity for self-development. For this purpose, the grades given by the student in the left column are calculated. Some of the items on the questionnaire are worded in such a way that a score of "3" reflects a high level of desire for self-development (for example, "Try your hand"). Others (for example, "Fear of mistakes and failures") are worded in such a way that a high score expresses the absence of a specified desire.

In the first case, the point weights are calculated in accordance with the way they are underlined on the form:

on the form it is underlined: 1 2 3

weight to count: 1 2 3

For items where a high score reflects a lack of desire for self-education, the weights are calculated in reverse order:

on the form it is underlined: 1 2 3

weight to count: 3 2 1.

Such "reverse" points are: 3, 6, 8, 11, 15. To obtain a score, the sum of the weights for the points completed by the students is calculated. The total score can be calculated if the student misses no more than 2 points. The total score can vary from 10 to 48.

II. Calculation of a score characterizing the manifestation of readiness for self-development in the behavior of a student. For this purpose, the grades given by the student in the left column are calculated. The total score can be calculated if the student misses no more than 2 points.

III. Multiply scores by ratio and frequency. The result obtained is divided by the number of points filled by the student. If a different number of points is filled in relation and frequency, then a larger number is taken.

When a fractional number is received, the result is rounded up to the next integer (for example, 65.1=66; 65.9=66).

The result characterizes the severity of the tendency to self-development. Estimates can vary in the range from 10 to 144 points.

Evaluation and interpretation of results.

The obtained data are compared with normative indicators (Table 1).

Additional indicator is the discrepancy between the attitude towards actions associated with self-development, and their manifestations in behavior. The indicator in this case is the difference between the total score "attitude" and "frequency". At the optimal ratio, the difference is close to zero.

«DIAGNOSIS OF PERSONAL DEVELOPMENT OF ADOLESCENT CHILDREN Moscow 2007 BBC. 88.8 Parishioners A. M. Diagnostics of the personal development of children ... "

A. M. Parishioners

DIAGNOSTICS

PERSONAL DEVELOPMENT

ADOLESCENT CHILDREN

Moscow 2007

Parishioners A.M. Diagnostics of personal development of adolescent children. - M.: ANO

"PEB", 2007. - 56 p.

ISBN 978-5-89774-998-0

© Parishioners A. M., 2007

Introductory part 4 Adolescence and early youth development 4 Justification of the chosen direction of work: analysis of existing approaches to the diagnosis of personality development in 15 adolescence Research procedure 22 Diagnosis of self-esteem, the level of claims. 22 Diagnosis of learning motivation 28 Studying the features of the self-concept 32 Diagnosis of attitudes towards the past, present and future 38 Diagnosis of readiness for self-development 42 Diagnosis of social competence 44 Sample conclusions of a psychologist 49 Information about approbation 53

INTRODUCTION

Adolescence and early adolescence is the stage of ontogeny between childhood and adolescence.

It covers the period from 10-11 to 16-17 years old, coinciding in the modern Russian school with the time of teaching children in grades V-XI. It is known that in the literature there are still discussions about the chronological framework of this period. However, in modern developmental psychology, what is important for understanding the psychological content of a period is not so much the chronological framework (they are conditional, indicative), but the age-related neoplasms that form during this period.

The beginning of the period is characterized by the appearance of a number of specific features, the most important of which are the desire to communicate with peers and the appearance in behavior of signs indicating the desire to assert one's independence, independence, and personal autonomy. All of these traits appear in early adolescence (10-11 years old), but develop most intensively in middle (11-12 years old) and older (13-14 years old) adolescence.

The main feature of the teenage period is sharp, qualitative changes affecting all aspects of development. These changes occur at different times for different adolescents: some adolescents develop faster, some lag behind others in some ways, and ahead of others in some ways, etc. For example, girls develop faster than boys in many respects. In addition, the mental development of each is uneven: some aspects of the psyche develop faster, others more slowly. It is not uncommon, for example, for cases when the intellectual development of a schoolchild significantly outstrips the development of personality traits: in terms of intelligence, he is already a teenager, and in terms of personality traits, a child. Opposite cases are also common, when strong needs - for self-affirmation, communication - are not provided with an appropriate level of development of reflection and a teenager cannot realize what exactly is happening to him.

The asynchrony of development characteristic of this age, both inter-individual (a discrepancy in the time of development of various aspects of the psyche in adolescents belonging to the same chronological age), and intra-individual (that is, characterizing various aspects of the development of one student), it is important to keep in mind when studying this period, and in the course of practical work. It should be borne in mind that the time of the appearance of certain psychological characteristics can vary significantly for a particular student - it can pass both earlier and later. Therefore, the indicated age limits, “points of development”

(for example, the crisis of 13 years) are only indicative.

To understand adolescence, to choose the right direction and forms of work, it must be borne in mind that this age refers to the so-called critical periods of a person's life, or periods of age-related crises. The causes, nature and significance of the adolescent crisis are understood by psychologists in different ways. L. S. Vygotsky identifies two “crisis points” of this period of 13 and 17 years. The most studied is the crisis of 13 years.

The crisis in this case is considered as the result of the wrong attitude of adults, society as a whole to adolescents, due to the fact that the individual cannot cope with the problems facing her at the new age stage (Remshmidt Kh., 1994). A weighty argument in favor of "crisis-free" theories is that special studies often indicate a relatively calm experience of this stage of development by adolescents (El'konin D. B., 1989; Kle M., 1990; Rutter M., 1987, etc.).

Another point of view, which the author of this section adheres to, is that the nature of the course, the content and forms of the adolescent crisis play a significant role in the general process of age development. Contrasting oneself with adults, actively gaining a new position are not only natural, but also productive for the formation of a teenager's personality.

L. S. Vygotsky emphasized that behind every negative symptom of a crisis lies a positive content, which usually consists in the transition to a new and higher form (Vygotsky L. S., vol. 4, p. 253). The available evidence strongly suggests that attempts by adults to avoid the manifestations of a crisis by creating conditions for the realization of new needs, as a rule, turn out to be fruitless. The teenager, as it were, provokes prohibitions, specifically "forces" his parents to them, in order to then be able to test his strength in overcoming these prohibitions, to check and, by his own efforts, expand the framework that sets the limits of his independence. It is through this collision that the teenager recognizes himself, his capabilities, satisfies the need for self-affirmation. In cases where this does not happen, when adolescence proceeds smoothly and without conflict, this can intensify and make subsequent developmental crises especially painful. This may entail the consolidation of the infantile position of the "child", which will manifest itself in youth and even in adulthood.

Thus, the positive meaning of the teenage crisis is that through it, through the upholding of their adulthood, independence, which takes place in relatively safe conditions and does not take extreme forms, the teenager satisfies the need for self-knowledge and self-affirmation. As a result, he not only develops a sense of self-confidence and the ability to rely on himself, but forms ways of behavior that allow him to continue to cope with life's difficulties.

At the same time, it is important to keep in mind that crisis symptoms do not appear constantly, but episodically, although sometimes they are repeated quite often. The intensity of crisis symptoms in different adolescents varies significantly.

The crisis of adolescence - like all critical periods of development - goes through three phases:

negative, or pre-critical, - the phase of breaking old habits, stereotypes, the collapse of previously formed structures;

the climax of the crisis, in adolescence, is usually 13 and 17 years old, although significant individual variations are possible;

postcritical phase, i.e. the period of formation of new structures, building new relationships, etc.

We single out two main ways of the course of age crises. The first and most common is the crisis of independence. Its symptoms are obstinacy, stubbornness, negativism, self-will, devaluation of adults, a negative attitude towards their requirements that were previously fulfilled, protest-rebellion, jealousy of property. Naturally, at each stage this "bouquet of symptoms" is expressed in accordance with age characteristics. And if for a three-year-old child jealousy of property is expressed in the fact that he suddenly stops sharing toys with other children, then for a teenager it is a requirement not to touch anything on his table, not to enter his room, and most importantly - “do not climb into his soul." A keenly felt experience of one's own inner world is the main property that a teenager guards, jealously protecting it from others.

The symptoms of an addiction crisis are opposite: excessive obedience, dependence on elders or strong people, regression to old interests, tastes, forms of behavior.

If the crisis of independence is a kind of leap forward, going beyond the old norms and rules, then the crisis of dependence is a return back to that position, to that system of relations that guaranteed emotional well-being, a sense of confidence, and security. Both are variants of self-determination (although, of course, unconscious or insufficiently conscious). In the first case, this is “I am no longer a child”, in the second: “I am a child and I want to remain one.” From the point of view of development, the first option is the most favorable.

It should also be taken into account that the symptoms of the crisis during the periods under consideration manifest themselves mainly in the family, in communication with parents and grandparents - grandparents, as well as with brothers and sisters.

As a rule, both tendencies are present in the symptoms of a crisis, it is only a question of which of them dominates.

The simultaneous presence of both the desire for independence and the desire for dependence is associated with the duality of the student's position. Due to insufficient psychological and social maturity, a teenager, presenting to adults and defending his new views before them, seeking equal rights, striving to expand the scope of what is permitted, at the same time expects help, support and protection from adults, expects (of course, unconsciously) that adults will provide relative safety. this struggle will protect him from taking too risky steps. That is why an elevated-liberal, “permissive” attitude often runs into a dull irritation of a teenager, and a rather harsh (but at the same time reasoned) prohibition, causing a short-term outburst of indignation, on the contrary, leads to calm, emotional well-being.

From the "normal" characteristics of the age crisis, one should distinguish such manifestations that indicate its pathological forms that require the intervention of neuropsychiatrists and psychiatrists. The following are distinguished as criteria that distinguish normal characteristics from psychopathological ones (see table 1).

Table 1 Manifestations of symptoms of adolescence crisis (crisis of independence)

–  –  –

Crisis symptoms are observed from time to time, in the form of Crisis symptoms are observed constantly short-term "flashes"

Relatively easy to correct Poorly correctable Manifest approximately the same (in intensity, frequency, Manifest much sharper, more intense, in a coarser form of manifestation), like most classmates and forms, than most classmates and other peers of a teenager peers of a teenager Do not violate social adaptability of behavior Pronounced social maladjustment Traditionally, adolescence is seen as a period of alienation from adults, but modern research shows the complexity and ambivalence of a teenager's relationship with adults. Both the desire to oppose oneself to adults, to defend one's own independence and rights, and the expectation of help, protection and support from adults, trust in them, the importance of their approval and evaluation are clearly expressed.

The significance of an adult is clearly manifested in the fact that for a teenager, it is not so much the ability to independently manage oneself that is essential, but the recognition by surrounding adults of this opportunity and the fundamental equality of his rights with the rights of an adult.

An important factor in mental development in adolescence is communication with peers, singled out as the leading activity of this period. Relationships in the peer group, its values ​​play a big role in the development of a teenager. The desire of a teenager to occupy a position that satisfies him among his peers is accompanied by increased conformity to the values ​​and norms of this group. Therefore, the characteristics of this group, the formation of the team of the class and other groups that include the teenager are essential.

Adolescence is the most significant period for the development of full-fledged human communication in adulthood. This is evidenced by the following data: those schoolchildren who in adolescence were focused mainly on the family and the world of adults, in adolescence and adulthood often experience difficulties in relationships with people, not only personal, but also official. Neurosis, behavioral disorders, and a tendency to delinquency are also most common in people who experienced difficulties in relationships with peers in childhood and adolescence. Research data (K. Obukhovsky, 1972, P. H. Massen, 1987, N.

Newcomb, 2001) show that full communication with peers in adolescence is more significant for maintaining mental health over a very long period of time (11 years) than factors such as mental development, academic success, relationships with teachers.

Adolescents (together with youth) are a special socio-psychological and demographic group that has its own norms, attitudes, specific forms of behavior that form a special teenage subculture. The feeling of belonging to a “teenager” community and a certain group within this community, often differing not only in interests and forms of leisure activities, but also in clothing, language, etc., is essential for the development of a teenager’s personality, influencing the norms and norms that form in him. values.

This period is a time of rapid and fruitful development cognitive processes. It is characterized by the formation of selectivity, purposefulness of perception, stable, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively formed, based on concepts that are not related to specific ideas, the ability to put forward hypotheses and test them develops, it becomes possible to build complex conclusions, put forward hypotheses and test them. It is the formation of thinking, leading to the development of reflection - the ability to make thought itself the subject of one's thought - that provides a means by which a teenager can think about himself, i.e., makes possible the development of self-consciousness.

The most important in this regard is the period of 11-13 years - the time of transition from thinking based on operating with concrete ideas to theoretical thinking, from direct memory to logical. At the same time, the transition to a new level is carried out through a series of successive changes. For 11-year-old children, a specific type of thinking remains dominant, its restructuring is gradually taking place, and only from about 12 years old do schoolchildren begin to master the world of theoretical thinking. The complexity of the period lies precisely in the fact that the indicated changes take place in it, and in different children they are carried out at different times and in different ways. At the same time, the characteristics of the schoolchild's educational activity have a decisive influence on these changes, and not only how it is organized by adults, but also how it is formed in the adolescent himself.

At the same time, the social immaturity of a teenager, his limited life experience, lead to the fact that, having created any theory, making a conclusion, he often takes them for a reality that can and should lead to the results he wants. The well-known Swiss psychologist J. Piaget notes on this occasion that in the thinking of a teenager, only the possible and the real change places: their own ideas, conclusions become more real for the teenager than what is happening in reality. According to Piaget, this is the third and final form of childish egocentrism. As the teenager is confronted with new opportunities for cognitive activity, egocentrism intensifies: “... this new (and I want to say the highest level) egocentrism takes the form of naive idealism, prone to immoderate enthusiasm for reforms and reorganization of the world and characterized by perfect confidence in the effectiveness of its thinking in combination with chivalrous disregard for the practical obstacles that his proposals might encounter. The latter fact expresses “the omnipotence of thinking “so characteristic of any egocentrism” (according to: J. H. Flavell, 1967, p. 297).

All this gives rise to a number of specific features that are reflected both in the educational activity of a teenager and in other aspects of his life.

In moral development, for example, the opportunity to compare different values, to make a choice between different moral norms, that appears in this period, is connected with this. The consequence of this is a contradiction between the uncritical assimilation of group moral norms and the desire to discuss simple, sometimes quite valuable rules, a certain maximalism of requirements, a shift in the assessment of an individual act on the individual as a whole.

In the intellectual activity of schoolchildren in adolescence, individual differences increase, associated with the development of independent thinking, intellectual activity, and a creative approach to solving problems.

The organization of educational activities in the middle and senior grades of the school - curricula, the system for presenting educational material and monitoring its assimilation in the period under review - should ensure not only the development of theoretical, discursive (reasoning) thinking, but also the ability to correlate theory and practice, to check conclusions with practical actions . This is a favorable time for the development of many aspects of the personality, such as cognitive activity, curiosity. It is on this basis that a new type of learning motivation is formed.

The central personality neoformation of this period is the formation of a new level of self-consciousness, self-concept1 (L. I. Bozhovich, I. S. Kon, D. B. Elkonin, E. Erickson, etc.), which is determined by the desire to understand oneself, one’s capabilities and features, their similarity with other people and their difference - uniqueness and originality. This is a very long process leading to the construction of a social and personal identity. An important aspect of the formation of identity is the development of a perspective - a holistic view of one's past, present and future as a single line of one's own development.

In the works of D. B. Elkonin and T. V. Dragunova, the central neoplasm of the beginning of adolescence (11-12 years old) is singled out - “the emergence and formation of a sense of adulthood: the student acutely feels that he is no longer a child and demands recognition of this, first of all, equal with the rest of the rights, on the part of adults. The feeling of adulthood is a new formation of consciousness through which a teenager compares and identifies himself with others (adults or comrades), finds models for assimilation, builds his relationships with other people, restructures his activities. (D. B. Elkonin, 1989, p. 277).

It is important to emphasize that, from the point of view of D. B. Elkonin, the feeling of adulthood - “a special form of self-consciousness as social consciousness” from the very beginning is “moral and ethical in its main content. Without this content, a sense of adulthood cannot exist because, in the view of a teenager, one's own adulthood is, first of all, an attitude towards him as an adult. Naturally, in the first place, there is an assimilation of precisely that part of moral and ethical norms in which the specificity of the relationship between adults is most clearly manifested in its difference from their attitude towards children. Their assimilation takes place as an organically necessary process for the developing relations within the group of adolescents” (Ibid., p. 279).

This is the time of active formation of this sphere, which causes its affective significance, increased interest in oneself, the desire to understand oneself, one's uniqueness and uniqueness, the desire to develop one's own criteria for understanding and evaluating oneself and the world around. At the same time, a teenager's self-esteem is characterized by sharp fluctuations and dependence on external influences.

The teenage period is characterized primarily by an increase in the importance of the self-concept, a system of ideas about oneself, the formation of a complex system of self-assessments, based on the first attempts at self-analysis, comparing oneself with others. A teenager looks at himself as if "from the outside", compares himself with others - adults and peers, looking for criteria for such a comparison. This allows him to gradually develop some of his own criteria for evaluating himself and move from the view "from the outside" to his own view - "from the inside". There is a transition from an orientation towards the assessment of others to an orientation towards self-esteem, an idea of ​​\u200b\u200bI-ideal is formed. It is from adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the student's self-concept.

Speaking about the peculiarities of a teenager's self-awareness, many authors emphasize that a teenager looks at himself as if "from the outside", compares himself with others, and looks for criteria for such a comparison. This phenomenon has been called the "imaginary audience" (D. Elkind, 1971). This allows the student, in the process of such a comparison, to develop some of his own criteria for evaluating himself by the age of adolescence and move from the view “from the outside” to the strictly subjective view “from the inside”. There is a transition from focusing on the assessment of others to focusing on one's own self-esteem. This is a period of development of self-awareness based on social comparison, comparing yourself with others, almost the same as you, and yet in some ways completely different (peers) and completely different, but in some ways similar to you (adults) and at the same time, the time for the development of certain criteria that make up the "ideal self".

It is from adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the student's self-esteem.

Thus, this is an important time for the development of a teenager's self-consciousness, his reflection, self-concept, feelings of self. However, interest in the problems of self-education, the desire to understand and change oneself at this age, as a rule, is not yet realized in any specific actions or is realized only for a very short time. Therefore, adolescents need special work to organize and help them in the implementation of the process of self-development.

A new level of self-awareness, formed under the influence of the leading needs of the age - in self-affirmation and communication with peers, simultaneously determines them and influences their development.

Thus, this period is the time of the destruction of specifically children's formations, which can inhibit further development, and the formation of new ones, on the basis of which the formation of the formations of the personality of an adult takes place as an independent, independent and responsible person.

This is reflected in the development of social competence as a full-fledged inclusion in the social world, finding one's own place in it, developing one's own position, and forming a responsible attitude to one's duties.

In accordance with the foregoing, the proposed diagnostic program includes methods aimed at identifying the developmental features of a teenager along the central lines that are significant throughout the entire period:

development of the self-concept of attitude to the past, present and future (the formation of a transspective) development of educational motivation development of social competence development of communication In addition, in older adolescence and early adolescence, the ability to self-development is considered.

When analyzing this age, one must keep in mind the significant asynchrony of development noted above, the variety of forms and conditions of education in this period.

Justification of the chosen direction of work:

analysis of existing approaches to the diagnosis of personality development in adolescence At present, a wide range of methods for diagnosing personality development in adolescence and early youth is used in psychology. Even just listing them would take up a significant amount of space. Therefore, justifying the chosen direction of work, we present the advantages and disadvantages various ways obtaining data, while referring to the most well-known methods.

1. Observation of behavior, activities.

The indisputable advantage of this method is, as you know, that it allows you to obtain data on the behavior and activities of a person in natural conditions. The possibilities of using this method have significantly expanded with the introduction of standardized observation schemes, symptom maps.

In relation to adolescence, for example, a scheme aimed at observing the relationship between a teacher and students in a lesson by N. Flanders (E. Stone, 1972) and a map by D. Stott aimed at identifying violations in behavior and development and based on a generalization of unstructured data are known. observations of teachers and parents (V. I. Murzenko, 1977, Working book of a school psychologist, 1995).

The main difficulties associated with the application of this method are related to two main factors. Firstly, with the complexity and ambiguity of the manifested forms of behavior, activity, when, on the one hand, the same form can express completely different motives, attitudes, and on the other hand, the same psychological characteristic can manifest itself in behavior and activity in a completely different way. differently.

The influence of this factor increases as the child grows up, and by the middle adolescence reaches values ​​close to those of a mature person.

This significantly enhances the significance of the second factor, referred to as the “observer factor”.

It is known that the effectiveness of this method largely depends on the qualifications of the observer, on how much he is able to separate the observed behavior from the interpretation in the process of observation, to overcome the socio-psychological phenomena of perception, such as, for example, the “halo effect”, to what extent a relatively observation without getting tired or distracted, etc.

Therefore, observation, despite its apparent simplicity, requires a very high level of skill, which is achieved by special training. In addition, it is recommended to involve several specially trained professionals to increase the reliability.

Since the level of training of school psychologists is very different and, as a rule, does not involve special training in observation, and the involvement of several specialists is also usually not possible, this method of obtaining data is not used in our diagnostic program.

2. Analysis of products of activity.

The advantage of this method is that the results of real human activity are analyzed. However, in relation to the study of personality, this method is used within the narrow boundaries of the study of personality traits through the analysis of creativity. The use of this method of obtaining data for the analysis of personality traits of a teenager is not presented in the literature known to us.

3. Conversation.

This is one of the most common methods for obtaining psychological data. Many of its variants are known (free, structured, semi-structured, weakly structured conversations, discussion dialogue, etc.). The advantages of the method are related to its dialogic nature, the ability to receive both verbal and non-verbal information, to provide both subject-subject and subject-object approaches in the process of conversation, depending on the task.

A conversation in adolescence was used as a method of obtaining data in the study of the characteristics of the course of adolescence (T.V. Dragunova, D.B. Elkonin), learning motivation (L.I. Bozhovich, L.S.

Slavin, N. G. Morozova) and others.

Difficulties in applying this method are associated with the considerable time required for its implementation, as well as the high requirements for the qualifications of a psychologist in this area: his ability to accurately ask questions, maintain the naturalness of the situation, conduct a proper diagnostic conversation, without mixing it with consulting, psychotherapeutic.

With regard to the diagnostic conversation in adolescence, one should take into account the noted by X.

S. Sullivan (1951) the difficulty and at the same time the urgent need to establish a psychological distance between a psychologist and a teenager, when an excessively “accepting”, “allowing” tone is perceived by a teenager as a threat and causes resistance. This also leads to the use of questions that a teenager can perceive as a desire to "penetrate" his inner world.

Therefore, this paper uses the standardized conversation method to diagnose social competence as a characteristic of personal development, which, by definition, is directed outward, to the outside world.

4. Method of descriptions.

This method is widely used in the study of the personality of a teenager. They are used as free descriptions (without a plan, only with a general indication of the topic) and descriptions of varying degrees of structure, as well as managed ones.

The most common option is essays.

This method of obtaining data is often used when studying the features of the self-concept (“What do I know about myself”, “I am through the eyes of other people”), communication features (“My friend”, “What I consider important in friendship”), etc. One of the most well-known methods in this regard is the “Who am I? - 20 Judgments" by M. Kuhn and D. McPortland in its modern modifications. The method “Dreams, hopes, fears, fears” (A. M. Parishioners, N. N. Tolstykh, 2000) has also proven itself well.

At the same time, the method of descriptions is rather difficult to formalize and is aimed primarily at identifying individual characteristics. Any comparison with general age or sex and age characteristics (which is necessary for school psychodiagnostics) is problematic here. Accordingly, this method of obtaining data is not used in this work.

5. Projective methods.

Projective methods are widely used in personality psychodiagnostics. The most famous are, of course, the TAT and the Rorschach test. Among the more narrowly focused methods intended specifically for adolescence, one should first of all name numerous variants of the methods of incomplete sentences (for example, J. Nutten's MIM), S. Rosenzweig's frustration test, school situations test, H. Heckhausen's achievement motivation test, etc. A special place among projective methods is occupied by the Luscher test (some authors do not consider this test as projective).

The advantages of using projective methods is the ability to identify unconscious, deep personality characteristics, identify motivational tendencies. Such tests are largely protected from deliberate distortion under the influence of the factor of social desirability.

However, the use of these methods to work with adolescents is difficult due to a number of circumstances. The application of classical, "large" projective methods requires a significant amount of time to conduct and process. In addition, their application is possible only after targeted training and obtaining the appropriate certificate, which is not provided for by the basic training program for psychologists at universities and teacher training colleges.

As for other projective methods, many of them are focused mainly on primary school age and can only partially be used in younger adolescence (such, for example, is the children's version of the S. Rosenzweig test, see E. E. Danilova, 2000).

Significant difficulties in applying the methods of unfinished sentences are associated with their significant volume and the difficulty of codifying answers. At the same time, studies show that with sufficient formalization of answers, this method can be used in school practice.

In this paper, we use a short version of the technique of unfinished sentences in line with the study of the student's attitude to his past, present and future.

6. Creative methods.

This group of methods is adjacent to the projective ones and is often considered together. It primarily includes drawing methods (“Self-portrait”, “Drawing of a non-existent animal”, “Man in the rain”, “Man on the bridge”, etc.). It is known that drawing is "the royal path to the knowledge and development of the child's psyche." Drawing methods are widely used for diagnosis in preschool and primary school age.

The use of these methods in adolescence and early adolescence, as a rule, turns out to be ineffective due to the increased criticality of adolescents to their creativity. Therefore, many teenagers refuse to draw. Even L. S. Vygotsky spoke about the “crisis of drawing” in this period. The data of specialists in children's drawing testify to the same (see, for example, Art and children, 1968).

In addition, our special studies show that in the drawing, adolescents, as a rule, not so much directly express their motives, feelings and experiences (as happens at a younger age, which makes drawing an indispensable tool for psychodiagnostics during these periods), but a certain theory , concept.

Accordingly, drawing methods are not included in this program.

7. Method of direct estimation (direct scaling).

This method of obtaining data includes numerous methods of graphical scales (in particular, the famous Dembo-Rubinstein scale, a variant of which is used in this work), rating methods, etc.

The advantage of these methods is the relative ease of implementation, relatively small time costs, the possibility of multiple use with the same subject, etc.

The main disadvantage of techniques based on this method of obtaining data is, as you know, obtaining only the data that a person wants to imagine about himself. With their help, it is difficult to penetrate into the complex phenomena of psychological life, to reveal the operation of deep psychological mechanisms. In addition, these methods are extremely susceptible to the influence of the factor of social desirability.

At the same time, these methods are widely used in various areas of psychological practice, primarily in sports psychology, since they initially involve joint work and partnership. The psychologist in this case works at the level where he is “allowed”. This circumstance turns out to be fundamental for working with adolescents, who, as noted, can be quite wary of the desire of an outsider - a psychologist - to penetrate into their inner world. At the same time, adolescents are keenly interested in discussing topics that concern them, which provides sufficient diagnostic capabilities of these methods.

Our specially conducted studies confirmed the point of view of B. Philipps and his colleagues (1972) that in adolescence and early adolescence, the method of direct assessment allows one to obtain sufficiently reliable results. Accordingly, this method is applied in the present work.

8. Method of questionnaires.

Sufficient reliability in adolescence and early adolescence is also shown by the method of questionnaires, which was also noted in the study by B. Phillips et al. and later confirmed by us. This method of obtaining data includes both directly personality questionnaires, the classic of which are the Cattell test (in relation to the period of interest to us - adolescence and youthful options) and MMPI (adolescent option), the method of polar profiles, including numerous variants of the semantic differential (see. technique "Personal differential" Bazhin, Etkind). This also includes the method of Kelly's repertory grids. The latter relate to psychosemantic methods.

Here, the opportunity to directly tell about oneself is also significant, combined with the idea of ​​the security of one's inner world. At the same time, the control scales included in many questionnaires make it possible to control the distortion of answers under the influence of factors of social desirability, insincerity, aggravation, etc.

Classical questionnaires - Cattell, MMPI, etc. - are very voluminous and require a significant amount of time. In addition, these questionnaires are mainly aimed at analyzing individual characteristics and do not contain an idea of ​​the socio-psychological age standard. They lack significant characteristics for this period.

Therefore, in this work, questionnaires are used that are directly aimed at identifying characteristics that are significant for a given period and are oriented in accordance with the general concept to the socio-psychological standard.

Thus, in this work, for diagnostics, methods of direct assessment, questionnaires, incomplete sentences and conversations are used as informative for obtaining data on the development of the personality of adolescents and young men in the work of a school psychologist.

RESEARCH PROCEDURE

Six methods are proposed for the study, which it is advisable to use as a battery and move in the following order:

1. Diagnosis of self-esteem, the level of claims.

2. Diagnosis of learning motivation.

3. The study of self-concept.

4. The study of attitudes towards the past, present and future.

5. Diagnostics of readiness for self-development.

6. Diagnosis of social competence.

The first five methods are carried out frontally, with a group. It takes 60-80 minutes to complete them.

Therefore, it is advisable to diagnose in two stages. For grades 5-9, this requirement is mandatory. In grades 10-11, if necessary and with the consent of the students, all methods can be carried out in one session.

The sixth technique is carried out individually in the form of a conversation with a teenager or a person who knows him well.

Let's move on to the presentation of diagnostic techniques.

Diagnosis of self-esteem, the level of claims

The method proposed below is a variant of the well-known Dembo-Rubinshtein method.

This version was developed by A. M. Parishioners.

It is optimal to use the methodology at the stage of a mass survey to identify individual students and groups that require special attention from teachers and a psychologist who are included in the risk category.

experimental material.

Methodology form containing instructions, tasks, as well as a place for recording the results and the conclusion of the psychologist (Appendix 1).

Order of conduct.

The technique can be carried out frontally - with a whole class or group of students - and individually with each student. During frontal work, after distributing the forms, the students are invited to read the instructions, then the psychologist must answer all the questions they ask. After that, students are asked to complete the task on the first scale (healthy - sick). Then you should check how each of the students completed the task, paying attention to the correct use of the icons, the exact understanding of the instructions, and answer the questions again. After that, the students work independently, and the psychologist does not answer any questions. Filling in the scale along with reading the instructions - 10-15 minutes.

Processing of results.

Results on scales 2-7 are subject to processing. The “Health” scale is considered as a training scale and is not included in the overall assessment. If necessary, the data on it are analyzed separately.

For ease of calculation, the score is converted into points. As already noted, the dimensions of each scale are 100 mm, in accordance with this, points are awarded (for example, 54 mm = 54 points).

1. For each of the seven scales (with the exception of the “Health” scale), the following is determined:

the level of claims in relation to this quality - by the distance in millimeters (mm) from the lower point of the scale (0) to the “x” sign;

height of self-esteem - from "0" to the sign "-";

the magnitude of the discrepancy between the level of claims and self-esteem - the difference between the values ​​characterizing the level of claims and self-esteem, or the distance from "x" to "-"; in cases where the level of claims is lower than self-esteem, the result is expressed as a negative number.

The corresponding value of each of the three indicators (the level of claims, the level of self-esteem and the discrepancy between them) is recorded in points for each scale.

2. The average measure of each of the indicators for the student is determined. It is characterized by the median of each of the indicators on all analyzed scales.

3. The degree of differentiation of the level of claims and self-esteem is determined. They are obtained by combining all the “-” signs on the test paper (to determine the differentiation of self-esteem) or “x” (for the level of claims). The resulting profiles clearly demonstrate the differences in the student's assessment of different aspects of his personality, the success of his activity.

In cases where a quantitative characteristic of differentiation is necessary (for example, when comparing the results of a student with the results of the whole class), the difference between the maximum and minimum values ​​can be used, but this indicator is considered as conditional.

It should be noted that the higher the differentiation of the indicator, the lower the value of the average measure and, accordingly, the lower the value it has and can only be used for some guidance.

4. Particular attention is paid to such cases when claims are below self-esteem, some scales are skipped or not completely filled (only self-esteem or only the level of claims is indicated), icons are placed outside the scale (above the top or below the bottom), signs are used that do not provided by the instruction, etc.

The methodology is normalized on the corresponding age samples of students in Moscow schools, the total sample size is 500 people, girls and boys are approximately equally divided.

For evaluation, the average data of the subject and his results on each scale are compared with the standard values ​​given below (see Tables 1, 2).

Table 1 Indicators of self-assessment and level of claims

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The most favorable in terms of personal development are the following results:

average, high or even very high (but not beyond the scale) level of claims, combined with an average or high self-esteem with a moderate discrepancy between these levels and a moderate degree of differentiation of self-esteem and the level of claims.

Also productive is such a variant of attitude towards oneself, in which a high and very high (but not extremely), moderately differentiated self-esteem is combined with very high, moderately differentiated claims with a moderate discrepancy between claims and self-esteem.

The data show that such students are characterized by a high level of goal-setting: they set rather difficult goals for themselves, based on ideas about their very great opportunities and abilities, and make significant targeted efforts to achieve these goals.

All cases of low self-esteem are unfavorable for personal development and for learning.

Unfavorable are also cases when a student has an average, weakly differentiated self-esteem, combined with average claims and characterized by a slight discrepancy between claims and self-esteem.

Very high, weakly differentiated self-esteem, combined with extremely high (often even beyond the extreme upper point of the scale), weakly differentiated (as a rule, not differentiated at all) claims, with a slight discrepancy between claims and self-esteem, usually indicates that a high school student for various reasons ( protection, infantilism, self-sufficiency, etc.) is "closed" to external experience, insensitive to either his own mistakes or the comments of others. Such self-assessment is unproductive, hinders learning and, more broadly, constructive personal development.

An analysis of behavior during the experiment and the results of a specially conducted conversation are used as additional indicators.

Interpretation of behavioral features during the execution of the task. Data on the behavior of the student during the performance of the task provide useful additional information when interpreting the results, so it is important to observe and record the behavior of the students during the experiment.

Strong arousal, demonstrative statements that "the work is stupid", "I do not have to do this", refusal to complete the task, the desire to ask the experimenter various irrelevant questions, to draw his attention to his work, and also very fast or very slow performance of the task (compared to other schoolchildren for at least 5 minutes), etc. serve as evidence of increased anxiety - caused by a collision of conflict tendencies - a strong desire to understand, evaluate oneself and fear to show, first of all for oneself, one's own insolvency. Such schoolchildren, in conversations after the experiment, often note that they were afraid to answer “not so”, “to seem stupider than they are”, “worse than others”, etc.

Too slow performance of work may indicate that the task turned out to be new for the student at the same time very significant. Slow execution and the presence of numerous amendments, strikethroughs, as a rule, indicate difficulty in assessing oneself, associated with the uncertainty and instability of self-esteem. Too fast execution usually indicates a formal attitude to work.

Conducting a conversation. For a deeper understanding of the features of the level of claims and self-esteem of schoolchildren, the implementation of the methodology can be supplemented by an individual conversation with the schoolchild. After the individual performance of the work, the conversation can immediately follow the completion of the task; after the frontal conduction, the conversation is usually held after processing the results.

When conducting a conversation, it is necessary to fulfill the basic requirements for an experimental conversation:

listen carefully to the student;

pause, do not rush the student;

in cases where the student has difficulty answering direct questions (Why did you rate your mind like that? Character?), switch to indirect forms (for example, offer to talk about his peer with characteristics similar to those given by the student, etc.). );

ask broad enough questions that involve the student in the conversation;

do not suggest "forgotten" words, expressions;

ask specific, clarifying, but not leading questions;

hold freely, without tension;

regulate the pace, tone and lexical composition of one's own speech in accordance with the specified characteristics of the student's speech;

do not give value judgments, both verbal and non-verbal;

while emotionally supporting the student, at the same time not expressing excessive interest in his answers, the general tone of the conversation should, as a rule, be calm, friendly and at the same time quite businesslike; a direct reaction to the content of what the student said should be excluded.

Diagnosis of learning motivation

The proposed method for diagnosing the motivation of learning and emotional attitude to the doctrine is based on the questionnaire of Ch. D. Spielberger, aimed at studying the levels of cognitive activity, anxiety and anger as actual states and as personality traits (State-Trait Personality Inventory). Modification of the questionnaire for studying the emotional attitude to learning for use in Russia was carried out by A.D.

Andreeva. This version is supplemented with a scale of experience, success (achievement motivation), a new processing option. Accordingly, new approbation and normalization were carried out. This version of the scale was made by A. M. Parishioners.

Experimental material:

Method sheet. The first page of the form contains all the necessary information about the subject and instructions. Here, in the frame, the results of the study are affixed and the conclusion of the psychologist is placed. The text of the methodology is presented on the following pages. (Appendix 2).

Order of conduct.

The technique is carried out frontally - with a whole class or group of students. After distributing the forms, the students are invited to read the instructions, complete the training task (example). It should be checked how each of the students completed the training task, the exact understanding of the instructions, then the psychologist must answer all the questions asked by the students. After that, the students work independently, and the psychologist does not answer any questions. Filling in the scale along with reading the instructions - 10-15 minutes.

Processing of results.

The scales of cognitive activity, striving for success (achievement motivation), anxiety, and anger included in the questionnaire consist of 10 items arranged in the following order (see Table 1).

Table 1 Key

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Some of the items on the questionnaire are worded in such a way that a score of "4" reflects a high level of cognitive activity, anxiety, or anger (for example, "I am angry"). Others (eg, "I'm calm," "I'm bored") are worded in such a way that a high score expresses a lack of anxiety or cognitive activity.

Point weights for scale items in which a high score expresses the presence of a high level of emotion are calculated in accordance with the way they are underlined on the form:

it is underlined on the form: 1 2 3 4 weight for calculation: 1 2 3 4 For scale items in which a high score reflects the absence of emotion, the weights are calculated in reverse order:

on the form it is underlined: 1 2 3 4 weight for calculation: 4 3 2 1

These "reverse" points are:

on the scale of cognitive activity: 14, 30, 38 on the scale of anxiety: 1, 9, 25, 33 on the scale of anger there are no similar items on the scale of achievement motivation 4, 20, 32 To obtain a score on the scale, the sum of the weights for all 10 items of this scale is calculated . The minimum score for each scale is 10 points, the maximum is 40 points.

If 1 item out of 10 is missing, you can do the following: calculate the average score for those 9 items that the subject answered, then multiply this number by 10; the total score on the scale will be expressed by the integer following this result. (For example, the average score on the scale is 2.73, multiply by 10 = 27.3, the total score is 28).

If two or more points are missed, the data of the test subject are not taken into account.

Evaluation and interpretation of results.

1. The total score on the questionnaire is calculated according to the formula:

PA+MD+(–T)+(–G), where PA is a score on a scale of cognitive activity MD is a score on a scale of achievement motivation T is a score on a scale of anxiety G is a score on a scale of anger.

The total score can range from -60 to +60. The following levels of learning motivation are distinguished2: The distribution of points by levels is presented in table 2.

Table 2.

–  –  –

Characteristics of the levels:

Level I - a pronounced predominance of cognitive motivation and achievement motivation and a positive emotional attitude to learning. With a significant predominance of cognitive motivation, it is productive. With the dominance of motivation, achievements can lead to failure in case of failure.

II level - productive motivation, positive attitude to learning, compliance with social standards.

III level - the average level, approximately equal severity of positive and negative motivation for learning, ambivalent attitude to learning.

Level IV - reduced motivation, experience of "school boredom", negative emotional attitude to learning, Level V - sharply negative attitude to learning.

2. Data are revealed on individual indicators of the adolescent's emotional attitude to school and learning. To do this, the data of the subject on each scale are compared with the standard values.

The presented standardization of the methodology was carried out on the corresponding sex and age samples of Moscow schools, the total number of subjects was 500 people, girls and boys were approximately equal.

Thus, the severity of each indicator is determined (see Table 3).

Table 3 Normative indicators

–  –  –

The Personality Questionnaire is intended for subjects aged 12-17. Authors - E. Pierce, D. Harris. The option is supplemented with a control scale - a scale of social desirability. Changes were made to the text of the methodology, a new factorization was carried out, as a result of which 3 new factors were identified and the content of the old ones was clarified. Significantly improved interpretation. Additions, adaptation and regulation were carried out by A. M.

parishioners.

experimental material.

Method sheet. On the first page of the form, the necessary information about the subject is entered (last name, first name, age, gender, class, date and time, etc.). The text of the methodology is presented on the following pages. On the last page in the frame - a place for recording assessments and conclusions based on the results of the study (Appendix 3).

There are two versions of the forms - for boys and for girls.

Order of conduct.

The technique is carried out frontally - with a whole class or group of students. After distributing the forms, the students are invited to read the instructions, then the psychologist must answer all the questions they ask. After that, students are asked to complete training tasks. Then you should check how each of the students completed the task, the exact understanding of the instructions, and answer the questions again. After that, the students work independently, and the psychologist does not answer any questions. Filling in the scale along with reading the instructions - 25-30 minutes.

Processing and interpretation of results.

1. The answers “true” and “rather true than false” are combined and considered together (indicated in the keys by the sign

–  –  –

In cases where 7 or more points are received on this scale, the results of the subject may be distorted by a strong tendency to give socially desirable answers. In this case, the results obtained on the scale should be approached with caution and used only as a guide.

It is necessary to conduct additional research using a different method of obtaining data (projective technique, conversation, observation, etc.).

3. The total score is calculated, which characterizes the general satisfaction with oneself, the positivity of self-attitude. To this end, the results of the subject are compared with the key (Table 2). Key match - one point.

Table 2.

Key 1.–23.

– 46.+ 69.– 2.+ 26.– 47.+ 70.– 3.– 27.+ 48.– 71.+ 4.– 28.+ 49.+ 73.– 5.+ 29.– 50.– 74.– 7.– 30.– 51.– 75.– 8.– 31.+ 52.– 76.+ 9.– 32.+ 54.+ 77.– 10.+ 33.+ 55.– 78.+ 11.– 34.+ 56.+ 79.+ 12.– 35.– 57.– 80.+ 13.+ 36.– 58.+ 81.+ 14.– 37.+ 59.+ 82.+ 16.– 38.– 61.+ 84.+ 17.+ 39.+ 63.+ 85.– 18.+ 40.+ 64.– 86.+ 19.+ 41.+ 65.+ 87.– 20.+ 43.– 66.+ 88.– 21.+ 44.+ 67.– 89.– 22.– 45.– 68.+ 90.+

–  –  –

Stenin is written in the column "St". The level of self-attitude is in the column "US".

Meaning of levels of self-attitude:

I level - a very high level of self-attitude II. level - high level corresponding to the social standard III level - average level of self-attitude IV level - low level, an unfavorable variant of self-attitude Level V - an extremely high level (may indicate a protectively high attitude towards oneself) or an extremely low level of self-attitude. risk group.

4. Scores are calculated for individual factors (Table 4). Key match - one point.

The results are recorded in the appropriate columns.

Table 4

–  –  –

The proposed diagnostic method is aimed at diagnosing the transspective as a representation of one's own past, present and future as a single, holistic path of development.

The methodology consists of two parts. The first part is the method of unfinished sentences, a projective type technique aimed at identifying the desires of the student, his ideas about his past and future. The second part is the method of direct evaluation, a graphical version of the “golden age” test by B. Zazzo.

The technique was developed and normalized by A. M. Parishioners.

Experimental material:

Method sheet. The first page of the form contains all the necessary information about the subject and instructions. Here, in the frame, the results of the study are affixed and the conclusion of the psychologist is placed. The text of the methodology is presented on the following pages (Appendix 4).

Order of conduct.

The technique is carried out frontally - with a whole class or group of students. After handing out the forms, the students are invited to read the instructions and complete the training tasks. It should be checked how each of the students completed the training tasks, the exact understanding of the instructions. The psychologist must answer all the questions asked by the students.

After that, students proceed to the implementation of the first part of the methodology. Schoolchildren work independently, and the psychologist does not answer any questions. After completing the work on the first part, the psychologist invites them to complete the second part on their own. Since students are already familiar with such work, it usually does not raise questions. If they arise, then each student should be answered individually.

Filling in the methodology along with reading the instructions - 10-15 minutes.

Processing of results.

The methodology consists of 16 items arranged in the following order (see Table 1).

Table 1 Key

–  –  –

Each answer is evaluated on a five-point scale: +2 - the answer expresses content-filled, reflecting one's own activity, positive ideas related to the future or the past.

In the future, I dream... to become a doctor, to go to college. I remember the day when... I learned to ride a bike, I made friends with Dima.

1 - the answer expresses content-filled, positive ideas related to the future or the past, but of a passive nature. In the future, I dream ... to receive roller skates as a gift, to go to the mountains.

I remember the day when... it was my birthday, I went to school.

0 - neutral, vague answers, no answers: In the future, I dream ... to have lunch; I dream of nothing; I remember the day when ... the weather was fine, summer began.

-1 - answers expressing weakly expressed negative ideas of a passive nature In the future, I dream about what most likely will not come true; I remember the day when... my favorite toy broke

–2 - responses expressing pronounced negative representations of an active nature In the future, I dream of... running away from school; become bad; I remember the day when... I was severely punished, my grandmother got sick.

The location of signs reflecting the idea of ​​a place is analyzed age group on the "line of life" - "X" and the choice of "golden age" - "V".

The size of the graphic scale is 100 mm. Responses are evaluated on a 7-point scale. Depending on the distance between the signs, the score of the answers varies from -3 to +3 points 0 points - the signs are located side by side (i.e. the student chooses his age as the "golden" age);

1 point - the student chooses as the "golden age" an age slightly exceeding his own (up to +10 mm);

2 points - the student chooses as a "golden age" an age that is significantly higher than his own (+11 - +30 mm);

3 points - the student chooses as a "golden age" an age that is significantly higher than his own (more than +30 mm);

-1 point - the student chooses as the "golden age" an age slightly less than his own (up to -10 mm);

-2 points - the student chooses as a "golden age" an age younger than his own (-11 - -30 mm);

-3 points - the student chooses the age of a small child (-30 mm or more) as the "golden age".

Evaluation and interpretation of results.

1. The algebraic sum of points for the first part of the methodology is calculated.

The total score can range from -32 to +32.

2. The results obtained are compared with the data of Part II.

Since no gender and age differences were found by this method, the distribution of points in general is presented in Table 2.

table 2

–  –  –

As additional indicators, separately in relation to the adolescent's attitude to the future and to the past, the discrepancy between them, as well as a qualitative characteristic of the answers of parts I and II, can be used.

–  –  –

The technique reveals the orientation of the individual to self-development. Developed and normalized by A. M.

parishioners.

Experimental material:

Method sheet. The first page contains all the necessary information about the subject, instructions, and a space (in a frame) for recording the results and the conclusion of the psychologist. The material is presented on the second page. (Appendix 5).

Order of conduct.

The technique is carried out frontally - with a whole class or group of students. After distributing the forms, students are invited to read the instructions, complete the task presented in the example. Then the psychologist must answer all the questions asked by the students.

After that, the students work independently, and the psychologist does not answer any questions. Filling in the scale along with reading the instructions - 8-10 minutes.

Processing of results.

I. Calculation of a score characterizing the propensity for self-development. For this purpose, the grades given by the student in the left column are calculated. Some of the items on the questionnaire are worded in such a way that a score of "3" reflects a high level of desire for self-development (for example, "Try your hand").

Others (for example, "Fear of mistakes and failures") are worded in such a way that a high score expresses the absence of a specified desire.

In the first case, the point weights are calculated in accordance with the way they are underlined on the form:

it is underlined on the form: 1 2 3 weight for calculation: 1 2 3 For items in which a high score reflects a lack of desire for self-education, the weights are calculated in reverse order:

–  –  –

Level interpretation:

I level - Very high level of readiness for self-development. It often indicates a desire to give socially desirable answers or insufficient self-criticism.

II level - High level of readiness for self-development. In older adolescence and early adolescence, it indicates compliance with the socio-psychological standard.

Level III - Intermediate level. To understand its psychological characteristics, it is necessary to analyze the features of filling in the methodology by the student. Such a result is often associated with a significant discrepancy between a positive attitude towards self-development actions and their implementation in behavior. Such students experience a lack of means of self-development.

IV level - low level V level - very low level The last two levels indicate the need to carry out special work with schoolchildren, encouraging them to self-education and self-development. At the same time, students should not be “forced” to work on self-development. It is only important to explain to them the significance of this and pay attention to providing them with the means of self-development.

Diagnostics of social competence

The scale was developed by A. M. Parishioners according to the type of E. Doll's scale of social competence and is aimed at identifying the level of social competence of adolescents.

The scale is intended for adolescents aged 11-16 and allows to identify both the general level of social competence of a teenager in accordance with age, and competence in certain areas.

Experimental material:

Form of conversation (Appendix 6).

Order of conduct.

The technique is carried out individually, orally, in the form of a conversation. Written filling of the scale is unacceptable.

The conversation can be conducted with the teenager himself, as well as with people who know him well (parents, other adult relatives, persons replacing parents, teachers, and also the psychologist himself).

The psychologist reads each item in sequence and evaluates the answer, entering it in the appropriate column of the form. In the event that the conversation is conducted with the teenager himself, the points are read in the second person.

A three-point scale is used for evaluation:

1 b. - the student fully owns the specified skill, ability, he is characterized by the specified form of behavior 2 b. - owns them partly, shows from time to time, inconsistently 3 b. - does not know In the "Notes" column, the psychologist can write down the answer, indicate other information he needs (latent time, emotional reaction of the respondent, etc.).

Filling the scale lasts from 20 to 40 minutes.

Results processing

1. By summing up the scores for all items, the total score of social competence is calculated.

The result obtained is compared with indicators of social age (SW) in accordance with the gender of the adolescent (Table 1).

Table 1

–  –  –

4. The data obtained are compared with indicators of social age on each scale in accordance with the gender of the student (Table 3). In the event that the data on ages match, the calculation takes the age closest to the chronological age of the adolescent.

–  –  –

5. The coefficient of social competence (SC) is calculated for each subscale according to the formula:

SC=(SV-XV) 0.1 where:

SC - coefficient of social competence in the relevant area SI - social age (determined according to Table 3) ХВ - chronological age Interpretation of results.

If the conversation is conducted with the teenager himself, then the data are evaluated in terms of self-assessment of social competence, if with people who know the teenager well - as an expert assessment of social competence.

The coefficient of social competence (both on the scale as a whole and on individual subscales) can range from -1 to +1 and is interpreted as follows:

0-0.5 - the social competence of a teenager as a whole corresponds to his age (social-psychological standard).

0.6-0.75 - a teenager is somewhat ahead of his peers in terms of the level of social competence.

0.76-1 - a teenager is significantly ahead of his peers in terms of social competence, which may indicate excessively rapid maturation as an unfavorable development trend, and when studying self-esteem, its unrealistically overestimated character.

0-(-0.5) - the social competence of a teenager as a whole corresponds to his age (social-psychological standard).

(–0.6)-(–0.75) - lag in the development of social competence.

(–0.76)-(–1) - a significant lag in the development of social competence.

The data on individual subscales make it possible to qualitatively analyze the areas of "leading" and "lagging behind" in social competence and draw up an appropriate psychological and pedagogical program.

SAMPLES OF PSYCHOLOGIST'S CONCLUSIONS

Let us present brief examples of conclusions for each method for one subject and a general conclusion for this subject, summarizing the data of the entire survey.

Boy Sasha T., 14 years old. Student of the 8th grade of the gymnasium.

1. Self-esteem and level of claims

Results:

The level of claims - 97 b.

The level of self-esteem - 89 b.

The degree of discrepancy between the levels of self-esteem and claims - 8 b.

The degree of differentiation of claims - 6 The degree of differentiation of self-esteem - 9 Sasha is characterized by overestimated, poorly differentiated levels of claims and self-esteem, with a low degree of differentiation of these levels. This indicates that the boy is characterized by a global unrealistically overestimated attitude towards his own capabilities. Such a result indicates violations in personal development, the inability to correctly assess the results of one's activities, compare oneself with others, and set realistic goals.

To determine the nature of such a violation, it is necessary to observe Sasha's behavior during lessons and breaks, his attitude to his own successes and failures, and mistakes.

The boy belongs to the risk group.

2. Motivation for learning Results: 24 points, III level.

Cognitive activity - 24 points (medium level) Achievement motivation - 36 points (high level) Anxiety - 12 points (low level) Anger - 24 points (high level).

Sasha is characterized by an approximately equal expression of positive and negative motivation for learning, an ambivalent attitude towards learning. Taking into account the pronounced manifestation of motivation for achievement and the emotion of anger, as well as the average level of cognitive motivation and the relatively low academic performance of the boy (the average score is 3.4, he constantly lags behind in mathematics and a foreign language), we can conclude that the leading motive of Sasha's teaching is to achieve success. . The experience of dissatisfaction with this motive is reflected in the indicators of anger. According to the characteristics of the motivation of the teachings, Sasha can be attributed to the risk group.

3. Self-concept.

Results:

General self-attitude - 75 points - Level V.

Factors:

1. Behavior - 4 b. A teenager considers his behavior as not meeting the requirements of adults.

2. Intelligence - 14 points. High self-esteem of intelligence.

3. The situation at school - 2 b. The teenager assesses the school situation as unfavorable. He dislikes the school.

4. Appearance - 8 points. A teenager evaluates himself as a person with an attractive appearance.

5. Anxiety - 3 points. Low level of anxiety.

6. Popularity among peers - 16 points. High self-assessment of popularity in communication, generally corresponding, according to sociometry and referentometry, to Sasha's position in the group.

7. Happiness and satisfaction - 5 points - average level.

8. The situation in the family - 8 points - a high level of satisfaction with the family situation.

9. Self-confidence - 18 points - an extremely high level, which is of a compensatory-protective nature.

10. Factor of social desirability - 4 points.

Sasha is characterized by an extremely high level of self-attitude, indicating a protectively high self-attitude. A high level of self-attitude is manifested primarily in areas that are significant for a teenager - the intellectual sphere and the sphere of communication. A relatively low student assesses the compliance of his behavior with the requirements of adults, which, in accordance with age, also characterizes high self-esteem in this area, and the situation at school.

According to the indicators of the methodology, Sasha belongs to the risk group for an extremely high, unrealistic attitude towards himself both in general and in the most significant areas.

4. Attitude to the past, present and future. Data received: Attitude to the past: +13 p.p.

Attitude towards the future: - 6 b. The total score is 7 points.

Attitude to the present: - 3b, chooses the age of the baby as the "golden age".

The boy is highly positive about his past, he is clearly dissatisfied with the present and has significant fears "in relation to the future."

4. Readiness for self-development. Data received:

1. Attitude towards self-development - 31 points, no gaps

2. Manifestation in behavior - 22 points, 7 passes.

3. Total score - 42.6=43 - Level IV A student is characterized by a low level of readiness for self-development. It is noteworthy that with a relatively high positive attitude towards self-development, Sasha finds it difficult to assess the manifestation of readiness for self-development in behavior, as evidenced by numerous omissions. Apparently, Sasha is not engaged in self-education, does not own his means and methods. The positive side is his positive attitude towards self-development.

5. Social competence.

Social competence was identified by the method of experts, which were the boy's father and his class teacher.

Data received:

–  –  –

Both the boy's father and the teacher define his social competence as corresponding to his age, i.e., meeting the social standard as a whole. At the same time, attention is drawn to the low assessment by the father of the boy's organization and his attitude to his own duties. This may indicate increased demands placed on Sasha in the family.

General conclusion:

Unrealistically overestimated self-esteem, an extremely high level of self-attitude with a frustrated need for achievement in learning and experiencing dissatisfaction with the present, idealization of the past indicate that Sasha has an internal self-esteem conflict between high claims and already appeared, but still unconscious self-doubt. In this regard, attention is drawn to the discrepancy in terms of satisfaction with the current life situation, obtained from the Pierce-Harris questionnaire and using an indirect indicator (the "golden age" method).

The reasons for this situation may be rooted in increased demands on the boy in the family, increased expectations for the results of his activities, and behavioral patterns. According to the study, Sasha needs psychological help in terms of developing a realistic attitude towards oneself.

Considering the significance of the sphere of communication for the boy and the real one in this area, a high coefficient of social competence should be based precisely on these areas.

When carrying out corrective work, one can also rely on Sasha's positive attitude towards self-development.

APPROBATION DETAILS

–  –  –

Each person evaluates his abilities, capabilities, character. Conventionally, this assessment can be depicted as a vertical line, the lower point of which indicates the lowest rating, and the upper one indicates the highest.

Here 7 such lines are drawn and it is written what each of them means.

After that, imagine what this quality, side of the personality, would have to be, so that you are satisfied with yourself, feel proud of yourself. Mark this on each line with an (x).

–  –  –

The following pages contain statements that people use to describe themselves.

Read each sentence carefully and circle one of the numbers on the right, depending on what your usual state is at school, how you usually feel there.

There are no right or wrong answers. Don't waste too much time on one sentence, but try to answer as accurately as possible how you usually feel. What each number means is written at the top of the page.

–  –  –

The following pages contain statements about the behavior, thoughts, feelings of a person. Under each of them are four answer options: "TRUE", "MORE TRUE THAN FALSE", "MORE FALSE THAN RIGHT", and "FALSE". Read each sentence carefully, think about whether you can relate it to yourself, whether it correctly describes you, your behavior, your qualities. If you agree with the statement, underline the word "TRUE". If you agree, but not completely, underline the answer "rather true than false." If you rather disagree, underline the answer "rather wrong than right". If you completely disagree, underline the answer - "INCORRECT".

Let's practice:

I LIKE WATCH TV

–  –  –

The following pages contain statements about the behavior, thoughts, feelings of a person. Under each of them are four answer options: "TRUE", "MORE TRUE THAN FALSE", "MORE FALSE THAN RIGHT", and "FALSE". Read each sentence carefully, think about whether you can relate it to yourself, whether it correctly describes you, your behavior, your qualities. If you agree with the statement, underline the word "TRUE". If you agree, but not completely, underline the answer "rather true than false." If you rather disagree, underline the answer "rather wrong than right". If you do not agree at all, underline the answer - "INCORRECT".

Don't think long about the answer. There are no right or wrong answers here. By answering questions, you can simply tell about yourself, about what you think and feel.

Remember: you can not give several answers to one sentence, do not skip sentences, answer everything in a row.

Let's practice:

I LIKE WATCH TV

MY FAVORITE LESSON IS PHYSICAL EDUCATION

–  –  –

Let's practice. Write the endings of the following sentences:

Every day___________________________

I like__________________________

1. In the future, I dream of ___________________

2. When I was little ____________________________

3. I will be glad if _____________________________

4. When I am an adult _____________________

5. I used to try _________________________

6. Hope for ________________________________

7. Ever since I was little _____________________

8. I really want _________________________

9. In the past, I was always happy _____________________

10. I remember the day when ______________________________

11. The future seems to me _______________________

12. My fondest memory is ____________________

13. I don't like to remember _______________________

14. Someday I _______________________

15. What I dreamed about in the past __________________________

16. When I think about my future ________________________

Below is a vertical line. Imagine that this is the line of life. Its lowest point is the beginning of life, life goes on, continues, moves forward and ends somewhere up there.

If the bottom point is the beginning of life, then where are the guys of your age on this line (mark with an “X”).

After you do this, imagine that you were offered a choice: if you want - be a child now, if you want, be an adult, where you want on this line - be there. What would you choose? Mark with a "V".

Option for girls

–  –  –

Complete the sentences below. The offers are unrelated. Each of them is added separately, without connection with the others. Do it as quickly as possible. If a sentence seems difficult to you, and you can’t immediately come up with an ending for it, put a “tick” in front of it and return at the end of the work.

Let's practice. Write the endings of the given sentences Every day _____________________

I like______________________

Now turn the page and get to work.

–  –  –

Below are descriptions of various actions, deeds, experiences. Think about your attitude to what is described in each sentence, and how often you behave, think, feel this way.

For your answer, circle one of the three numbers in the column on the left (your attitude to the action) and in the column on the right (frequency of doing it). The higher the score, the better your attitude to the act and the more often you perform it.

In the column on the left:

1 - bad attitude, you don't like this act.

2 - average, neutral attitude to the act 3 - you like this act.

In the column on the right:

1 - you rarely act like this 2 - you do it from time to time 3 - you often behave like this

–  –  –

With whom the conversation is being conducted (the teenager himself, mother, father, class teacher, teacher, educator, psychologist - underline as necessary, if necessary - add) _____________________

Date of test Time of test Outcomes Indicators Values ​​Raw score Social age Coefficient of social competence Subscales Raw score Social age

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A. M. Parishioners

DIAGNOSTIC DEVELOPMENT OF ADOLESCENT CHILDREN

Moscow 2007

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BBC. 88.8
Parishioners A.M. Diagnostics of personal development of adolescent children. - M.: ANO "PEB", 2007. - 56 p.
ISBN 978-5-89774-998-0
© Parishioners A. M., 2007
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TABLE OF CONTENTS

Introductory part4Adolescence and early youthful period of development4Justification of the chosen direction of work: analysis of existing approaches to the diagnosis of personality development in adolescence15Research procedure22Diagnosis of self-esteem, the level of claims.22Diagnosis of learning motivation28Studying the features of the self-concept32Diagnostics of attitude to the past, present and future38Diagnosis of readiness for self-development42Diagnosis of social competence4 4Sample conclusions of a psychologist49Information on approbation534
INTRODUCTION
Adolescence and early adolescence development
This section presents diagnostic methods aimed at studying personality development in adolescence and early adolescence (hereinafter, for brevity, in accordance with existing traditions, the entire period will be referred to as adolescence).
Adolescence and early adolescence is the stage of ontogeny between childhood and adolescence. It covers the period from 10-11 to 16-17 years old, coinciding in the modern Russian school with the time of teaching children in grades V-XI. It is known that in the literature there are still discussions about the chronological framework of this period. However, in modern developmental psychology, what is important for understanding the psychological content of a period is not so much the chronological framework (they are conditional, indicative), but the age-related neoplasms that form during this period.
The beginning of the period is characterized by the appearance of a number of specific features, the most important of which are the desire to communicate with peers and the appearance in behavior of signs indicating the desire to assert one's independence, independence, and personal autonomy. All of these traits appear in early adolescence (10-11 years old), but develop most intensively in middle (11-12 years old) and older (13-14 years old) adolescence.
The main feature of the teenage period is sharp, qualitative changes affecting all aspects of development. These changes occur at different times for different adolescents: some adolescents develop faster, some lag behind others in some ways, and ahead of others in some ways, etc. For example, girls develop faster than boys in many respects. In addition, the mental development of each is uneven: some aspects of the psyche develop faster, others more slowly. It is not uncommon, for example, for cases when the intellectual development of a schoolchild is significantly ahead of the development of personal characteristics: in terms of intelligence, he is already a teenager, and in terms of personality traits -
5
child. Opposite cases are also common, when strong needs - for self-affirmation, communication - are not provided with an appropriate level of development of reflection and a teenager cannot realize what exactly is happening to him.
The asynchrony of development characteristic of this age, both inter-individual (a discrepancy in the time of development of various aspects of the psyche in adolescents belonging to the same chronological age), and intra-individual (that is, characterizing various aspects of the development of one student), it is important to keep in mind when studying this period, and in the course of practical work. It should be borne in mind that the time of the appearance of certain psychological characteristics can vary significantly for a particular student - it can pass both earlier and later. Therefore, the indicated age limits, “points of development” (for example, the crisis of 13 years) are only indicative.
To understand adolescence, to choose the right direction and forms of work, it must be borne in mind that this age refers to the so-called critical periods of a person's life, or periods of age-related crises. The causes, nature and significance of the adolescent crisis are understood by psychologists in different ways. L. S. Vygotsky identifies two “crisis points” of this period of 13 and 17 years. The most studied is the crisis of 13 years.
Many authors emphasize the possibility (and desirability) of a crisis-free course of this period. The crisis in this case is considered as the result of the wrong attitude of adults, society as a whole to adolescents, due to the fact that the individual cannot cope with the problems facing her at the new age stage (Remshmidt Kh., 1994). A weighty argument in favor of "crisis-free" theories is that special studies often indicate a relatively calm experience of this stage of development by adolescents (El'konin D. B., 1989; Kle M., 1990; Rutter M., 1987, etc.).
Another point of view, which the author of this section adheres to, is that the nature of the course, the content and forms of the adolescent crisis play a significant role in the overall process
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age development. Contrasting oneself with adults, actively gaining a new position are not only natural, but also productive for the formation of a teenager's personality.
L. S. Vygotsky emphasized that behind every negative symptom of a crisis lies a positive content, which usually consists in the transition to a new and higher form (Vygotsky L. S., vol. 4, p. 253). The available evidence strongly suggests that attempts by adults to avoid the manifestations of a crisis by creating conditions for the realization of new needs, as a rule, turn out to be fruitless. The teenager, as it were, provokes prohibitions, specifically "forces" his parents to them, in order to then be able to test his strength in overcoming these prohibitions, to check and, by his own efforts, expand the framework that sets the limits of his independence. It is through this collision that the teenager recognizes himself, his capabilities, satisfies the need for self-affirmation. In cases where this does not happen, when adolescence proceeds smoothly and without conflict, this can intensify and make subsequent developmental crises especially painful. This may entail the consolidation of the infantile position of the "child", which will manifest itself in youth and even in adulthood.
Thus, the positive meaning of the teenage crisis is that through it, through the upholding of their adulthood, independence, which takes place in relatively safe conditions and does not take extreme forms, the teenager satisfies the need for self-knowledge and self-affirmation. As a result, he not only develops a sense of self-confidence and the ability to rely on himself, but forms ways of behavior that allow him to continue to cope with life's difficulties.
At the same time, it is important to keep in mind that crisis symptoms do not appear constantly, but episodically, although sometimes they are repeated quite often. The intensity of crisis symptoms in different adolescents varies significantly.
The crisis of adolescence - like all critical periods of development - goes through three phases:
negative, or pre-critical, - the phase of breaking old habits, stereotypes, the collapse of previously formed structures;
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the climax of the crisis, in adolescence, is usually 13 and 17 years old, although significant individual variations are possible;
postcritical phase, i.e. the period of formation of new structures, building new relationships, etc.
We single out two main ways of the course of age crises. The first and most common is the crisis of independence. Its symptoms are obstinacy, stubbornness, negativism, self-will, devaluation of adults, a negative attitude towards their requirements that were previously fulfilled, protest-rebellion, jealousy of property. Naturally, at each stage this "bouquet of symptoms" is expressed in accordance with age characteristics. And if for a three-year-old child jealousy of property is expressed in the fact that he suddenly stops sharing toys with other children, then for a teenager it is a requirement not to touch anything on his table, not to enter his room, and most importantly - “do not climb into his soul." A keenly felt experience of one's own inner world is the main property that a teenager guards, jealously protecting it from others.
The symptoms of an addiction crisis are opposite: excessive obedience, dependence on elders or strong people, regression to old interests, tastes, forms of behavior.
If the crisis of independence is a kind of leap forward, going beyond the old norms and rules, then the crisis of dependence is a return back to that position, to that system of relations that guaranteed emotional well-being, a sense of confidence, and security. Both are variants of self-determination (although, of course, unconscious or insufficiently conscious). In the first case, this is “I am no longer a child”, in the second: “I am a child and I want to remain one.” From the point of view of development, the first option is the most favorable.
It should also be taken into account that the symptoms of the crisis during the periods under consideration manifest themselves mainly in the family, in communication with parents and grandparents - grandparents, as well as with brothers and sisters.
As a rule, both tendencies are present in the symptoms of a crisis, it is only a question of which of them dominates.
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The simultaneous presence of both the desire for independence and the desire for dependence is associated with the duality of the student's position. Due to insufficient psychological and social maturity, a teenager, presenting to adults and defending his new views before them, seeking equal rights, striving to expand the scope of what is permitted, at the same time expects help, support and protection from adults, expects (of course, unconsciously) that adults will provide relative safety. this struggle will protect him from taking too risky steps. That is why an elevated-liberal, “permissive” attitude often runs into a dull irritation of a teenager, and a rather harsh (but at the same time reasoned) prohibition, causing a short-term outburst of indignation, on the contrary, leads to calm, emotional well-being.
From the "normal" characteristics of the age crisis, one should distinguish such manifestations that indicate its pathological forms that require the intervention of neuropsychiatrists and psychiatrists. The following are distinguished as criteria that distinguish normal characteristics from psychopathological ones (see table 1).
Table 1
Manifestations of symptoms of adolescence crisis (crisis of independence)
Norm Deviations from the norm The desire for self-assertion, upholding equal rights with adults of moderate intensity Hypertrophied, pointed manifestation of the desire for self-assertion, upholding equal rights with adults Opposition to adults is associated with the desire to prove one's independence, independence The opposition is exaggerated in nature, it comes to hostility The manifestation of symptoms of a crisis depends on the situation, behavior is quite flexible adapts to the situation The symptoms of a crisis appear without any apparent connection with the conditions of the situation A relatively large repertoire of forms of behavior acquires the properties of a stereotype, very stable, rigid9
Crisis symptoms are observed from time to time, in the form of short-term “flashes” Crisis symptoms are observed constantly Relatively easy to correct Poorly correctable Manifest approximately the same (in intensity, frequency, form of manifestation) as in most classmates and other peers of a teenager Manifest much sharper, more intense, in more rough forms than most classmates and other peers of a teenager Do not violate the social adaptation of behavior Pronounced social maladjustmentTraditionally, adolescence is seen as a period of alienation from adults, but modern research shows the complexity and ambivalence of a teenager's relationship with adults. Both the desire to oppose oneself to adults, to defend one's own independence and rights, and the expectation of help, protection and support from adults, trust in them, the importance of their approval and evaluation are clearly expressed. The significance of an adult is clearly manifested in the fact that for a teenager, it is not so much the ability to independently manage oneself that is essential, but the recognition by surrounding adults of this opportunity and the fundamental equality of his rights with the rights of an adult.
An important factor in mental development in adolescence is communication with peers, singled out as the leading activity of this period. Relationships in the peer group, its values ​​play a big role in the development of a teenager. The desire of a teenager to occupy a position that satisfies him among his peers is accompanied by increased conformity to the values ​​and norms of this group. Therefore, the characteristics of this group, the formation of the team of the class and other groups that include the teenager are essential.
Adolescence is the most significant period for the development of full-fledged human communication in adulthood. This is evidenced by the following data: those schoolchildren who in adolescence were focused mainly on the family and the world of adults, in adolescence and adulthood often experience difficulties in relationships with people, and
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not only personal, but also official. Neurosis, behavioral disorders, and a tendency to delinquency are also most common in people who experienced difficulties in relationships with peers in childhood and adolescence. Research data (K. Obukhovsky, 1972, P. H. Massen, 1987, N. Newcomb, 2001) indicate that full communication with peers in adolescence is more significant for maintaining mental health over a very long period of time (11 years), than factors such as mental development, academic success, relationships with teachers.
Adolescents (together with youth) are a special socio-psychological and demographic group that has its own norms, attitudes, specific forms of behavior that form a special teenage subculture. The feeling of belonging to a “teenager” community and a certain group within this community, often differing not only in interests and forms of leisure activities, but also in clothing, language, etc., is essential for the development of a teenager’s personality, influencing the norms and norms that form in him. values.
This period is a time of rapid and fruitful development of cognitive processes. It is characterized by the formation of selectivity, purposefulness of perception, stable, voluntary attention and logical memory. At this time, abstract, theoretical thinking is actively formed, based on concepts that are not related to specific ideas, the ability to put forward hypotheses and test them develops, it becomes possible to build complex conclusions, put forward hypotheses and test them. It is the formation of thinking, leading to the development of reflection - the ability to make thought itself the subject of one's thought - that provides a means by which a teenager can think about himself, i.e., makes possible the development of self-consciousness.
The most important in this regard is the period of 11-13 years - the time of transition from thinking based on operating with concrete ideas to theoretical thinking, from direct memory to logical. At the same time, the transition to a new level is carried out through a series of successive changes. For children
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For 11 years, a specific type of thinking remains dominant, its restructuring is gradually taking place, and only from about 12 years old do schoolchildren begin to master the world of theoretical thinking. The complexity of the period lies precisely in the fact that the indicated changes take place in it, and in different children they are carried out at different times and in different ways. At the same time, the characteristics of the schoolchild's educational activity have a decisive influence on these changes, and not only how it is organized by adults, but also how it is formed in the adolescent himself.
At the same time, the social immaturity of a teenager, his limited life experience, lead to the fact that, having created any theory, making a conclusion, he often takes them for a reality that can and should lead to the results he wants. The well-known Swiss psychologist J. Piaget notes on this occasion that in the thinking of a teenager, only the possible and the real change places: their own ideas, conclusions become more real for the teenager than what is happening in reality. According to Piaget, this is the third and final form of childish egocentrism. As the teenager is confronted with new opportunities for cognitive activity, egocentrism intensifies: “... this new (and I want to say the highest level) egocentrism takes the form of naive idealism, prone to immoderate enthusiasm for reforms and reorganization of the world and characterized by perfect confidence in the effectiveness of its thinking in combination with chivalrous disregard for the practical obstacles that his proposals might encounter. The latter fact expresses “the omnipotence of thinking “so characteristic of any egocentrism” (according to: J. H. Flavell, 1967, p. 297).
All this gives rise to a number of specific features that are reflected both in the educational activity of a teenager and in other aspects of his life.
In moral development, for example, the opportunity to compare different values, to make a choice between different moral norms, that appears in this period, is connected with this. The consequence of this is a contradiction between the non-critical
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the assimilation of group moral norms and the desire to discuss simple, sometimes quite valuable rules, a certain maximalism of requirements, a shift in the assessment of an individual act on a person as a whole.
In the intellectual activity of schoolchildren in adolescence, individual differences increase, associated with the development of independent thinking, intellectual activity, and a creative approach to solving problems.
The organization of educational activities in the middle and senior grades of the school - curricula, the system for presenting educational material and monitoring its assimilation in the period under review - should ensure not only the development of theoretical, discursive (reasoning) thinking, but also the ability to correlate theory and practice, to check conclusions with practical actions . This is a favorable time for the development of many aspects of the personality, such as cognitive activity, curiosity. It is on this basis that a new type of learning motivation is formed.
The central personality neoformation of this period is the formation of a new level of self-consciousness, the self-concept "psychib.ru/mgppu/PD-2007/PDL-001.HTM" "$f12_1" 1 (L. I. Bozhovich, I. S. Kon, D B. Elkonin, E. Erickson, etc.), which is determined by the desire to understand oneself, one’s capabilities and characteristics, one’s similarity with other people and one’s difference - uniqueness and originality. This is a very long process leading to the construction of a social and personal identity. An important aspect of the formation of identity is the development of a perspective - a holistic view of one's past, present and future as a single line of one's own development.
In the works of D. B. Elkonin and T. V. Dragunova, the central neoplasm of the beginning of adolescence (11-12 years old) is singled out - “the emergence and formation of a sense of adulthood: the student acutely feels that he is no longer a child and demands recognition of this, first of all, equal with the rest of the rights, from the side
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adults. The feeling of adulthood is a new formation of consciousness through which a teenager compares and identifies himself with others (adults or comrades), finds models for assimilation, builds his relationships with other people, restructures his activities. (D. B. Elkonin, 1989, p. 277).
It is important to emphasize that, from the point of view of D. B. Elkonin, the feeling of adulthood - “a special form of self-consciousness as social consciousness” from the very beginning is “moral and ethical in its main content. Without this content, a sense of adulthood cannot exist because, in the view of a teenager, one's own adulthood is, first of all, an attitude towards him as an adult. Naturally, in the first place, there is an assimilation of precisely that part of moral and ethical norms in which the specificity of the relationship between adults is most clearly manifested in its difference from their attitude towards children. Their assimilation takes place as an organically necessary process for the developing relations within the group of adolescents” (Ibid., p. 279).
This is the time of active formation of this sphere, which causes its affective significance, increased interest in oneself, the desire to understand oneself, one's uniqueness and uniqueness, the desire to develop one's own criteria for understanding and evaluating oneself and the world around. At the same time, a teenager's self-esteem is characterized by sharp fluctuations and dependence on external influences.
The teenage period is characterized primarily by an increase in the importance of the self-concept, a system of ideas about oneself, the formation of a complex system of self-assessments, based on the first attempts at self-analysis, comparing oneself with others. A teenager looks at himself as if "from the outside", compares himself with others - adults and peers, looking for criteria for such a comparison. This allows him to gradually develop some of his own criteria for evaluating himself and move from the view "from the outside" to his own view - "from the inside". There is a transition from an orientation towards the assessment of others to an orientation towards self-esteem, an idea of ​​\u200b\u200bI-ideal is formed. It is from adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the student's self-concept.
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Speaking about the peculiarities of a teenager's self-awareness, many authors emphasize that a teenager looks at himself as if "from the outside", compares himself with others, and looks for criteria for such a comparison. This phenomenon has been called the "imaginary audience" (D. Elkind, 1971). This allows the student, in the process of such a comparison, to develop some of his own criteria for evaluating himself by the age of adolescence and move from the view “from the outside” to the strictly subjective view “from the inside”. There is a transition from focusing on the assessment of others to focusing on one's own self-esteem. This is a period of development of self-awareness based on social comparison, comparing yourself with others, almost the same as you, and yet in some ways completely different (peers) and completely different, but in some ways similar to you (adults) and at the same time, the time for the development of certain criteria that make up the "ideal self".
It is from adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the student's self-esteem.
Thus, this is an important time for the development of a teenager's self-consciousness, his reflection, self-concept, feelings of self. However, interest in the problems of self-education, the desire to understand and change oneself at this age, as a rule, is not yet realized in any specific actions or is realized only for a very short time. Therefore, adolescents need special work to organize and help them in the implementation of the process of self-development.
A new level of self-awareness, formed under the influence of the leading needs of the age - in self-affirmation and communication with peers, simultaneously determines them and influences their development.
Thus, this period is the time of the destruction of specifically children's formations, which can inhibit further development, and the formation of new ones, on the basis of which the formation of the formations of the personality of an adult takes place as an independent, independent and responsible person.
This is reflected in the development of social competence as a full-fledged inclusion in the social world, finding
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there is a place in it, development of one's own position, formation of a responsible attitude to one's duties.
In accordance with the foregoing, the proposed diagnostic program includes methods aimed at identifying the developmental features of a teenager along the central lines that are significant throughout the entire period:
development of self-concept
attitudes towards the past, present and future (becoming a transspective)
development of learning motivation
development of social competence
development of communication
In addition, in the older adolescence and early adolescence, the ability to self-development is considered.
When analyzing this age, one must keep in mind the significant asynchrony of development noted above, the variety of forms and conditions of education in this period.
Justification of the chosen direction of work: analysis of existing approaches to the diagnosis of personality development in adolescence
Currently, psychology uses a wide range of methods for diagnosing personality development in adolescence and early adolescence. Even just listing them would take up a significant amount of space. Therefore, justifying the chosen direction of work, we will present the advantages and disadvantages of various methods of obtaining data, while referring to the most well-known methods.
1. Observation of behavior, activities.
The indisputable advantage of this method is, as you know, that it allows you to obtain data on the behavior and activities of a person in natural conditions. The possibilities of using this method have significantly expanded with the introduction of standardized observation schemes, symptom maps. In relation to adolescence, for example, a scheme aimed at observing the relationship between a teacher and students in the lesson of N. Flanders (E. Stone, 1972) and a map
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D. Stott, aimed at identifying violations in behavior and development and based on the generalization of data from unstructured observations of teachers and parents (V. I. Murzenko, 1977, Working book of a school psychologist, 1995).
The main difficulties associated with the application of this method are related to two main factors. Firstly, with the complexity and ambiguity of the manifested forms of behavior, activity, when, on the one hand, the same form can express completely different motives, attitudes, and on the other hand, the same psychological characteristic can manifest itself in behavior and activity completely differently. The influence of this factor increases as the child grows up, and by the middle adolescence reaches values ​​close to those of a mature person.
This significantly enhances the significance of the second factor, referred to as the “observer factor”. It is known that the effectiveness of this method largely depends on the qualifications of the observer, on how much he is able to separate the observed behavior from the interpretation in the process of observation, to overcome the socio-psychological phenomena of perception, such as, for example, the “halo effect”, to what extent a relatively observation without getting tired or distracted, etc.
Therefore, observation, despite its apparent simplicity, requires a very high level of skill, which is achieved by special training. In addition, it is recommended to involve several specially trained professionals to increase the reliability.
Since the level of training of school psychologists is very different and, as a rule, does not involve special training in observation, and the involvement of several specialists is also usually not possible, this method of obtaining data is not used in our diagnostic program.
2. Analysis of products of activity.
The advantage of this method is that the results of real human activity are analyzed. However, in relation to the study of personality, this method is used within the narrow boundaries of the study of personality traits through analysis.
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creativity. The use of this method of obtaining data for the analysis of personality traits of a teenager is not presented in the literature known to us.
3. Conversation.
This is one of the most common methods for obtaining psychological data. Many of its variants are known (free, structured, semi-structured, weakly structured conversations, discussion dialogue, etc.). The advantages of the method are related to its dialogic nature, the ability to receive both verbal and non-verbal information, to provide both subject-subject and subject-object approaches in the process of conversation, depending on the task.
A conversation in adolescence was used as a method of obtaining data in the study of the characteristics of the course of adolescence (T. V. Dragunova, D. B. Elkonin), learning motivation (L. I. Bozhovich, L. S. Slavina, N. G. Morozova) and etc.
Difficulties in applying this method are associated with the considerable time required for its implementation, as well as the high requirements for the qualifications of a psychologist in this area: his ability to accurately ask questions, maintain the naturalness of the situation, conduct a proper diagnostic conversation, without mixing it with consulting, psychotherapeutic.
With regard to a diagnostic conversation in adolescence, one should take into account the difficulty noted by H.S. Sullivan (1951) and, at the same time, the urgent need to establish a psychological distance between the psychologist and the adolescent, when an excessively “accepting”, “allowing” tone is perceived by the adolescent as a threat and causes resistance. This also leads to the use of questions that a teenager can perceive as a desire to "penetrate" his inner world.
Therefore, this paper uses the standardized conversation method to diagnose social competence as a characteristic of personal development, which, by definition, is directed outward, to the outside world.
4. Method of descriptions.
This method is widely used in the study of the personality of a teenager. Used as free descriptions (no plan,
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only with a general indication of the topic) and descriptions of varying degrees of structure, as well as manageable. The most common option is essays.
This method of obtaining data is often used when studying the features of the self-concept (“What do I know about myself”, “I am through the eyes of other people”), communication features (“My friend”, “What I consider important in friendship”), etc. One of the most well-known methods in this regard is the “Who am I? - 20 judgments" by M. Kuhn and D. McPortland in its modern modifications. The method “Dreams, hopes, fears, fears” (A. M. Parishioners, N. N. Tolstykh, 2000) has also proven itself well.
At the same time, the method of descriptions is rather difficult to formalize and is aimed primarily at identifying individual characteristics. Any comparison with general age or sex and age characteristics (which is necessary for school psychodiagnostics) is problematic here. Accordingly, this method of obtaining data is not used in this work.
5. Projective methods.
Projective methods are widely used in personality psychodiagnostics. The most famous are, of course, the TAT and the Rorschach test. Among the more narrowly focused methods intended specifically for adolescence, one should first of all name numerous variants of the methods of incomplete sentences (for example, J. Nutten's MIM), S. Rosenzweig's frustration test, school situations test, H. Heckhausen's achievement motivation test, etc. A special place among projective methods is occupied by the Luscher test (some authors do not consider this test as projective).
The advantages of using projective methods is the ability to identify unconscious, deep personality characteristics, identify motivational tendencies. Such tests are largely protected from deliberate distortion under the influence of the factor of social desirability.
However, the use of these methods to work with adolescents is difficult due to a number of circumstances. The application of classical, "large" projective methods requires a significant
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amount of time to conduct and process. In addition, their application is possible only after targeted training and obtaining the appropriate certificate, which is not provided for by the basic training program for psychologists at universities and teacher training colleges.
As for other projective methods, many of them are focused mainly on primary school age and can only partially be used in younger adolescence (such, for example, is the children's version of the S. Rosenzweig test, see E. E. Danilova, 2000).
Significant difficulties in applying the methods of unfinished sentences are associated with their significant volume and the difficulty of codifying answers. At the same time, studies show that with sufficient formalization of answers, this method can be used in school practice.
In this paper, we use a short version of the technique of unfinished sentences in line with the study of the student's attitude to his past, present and future.
6. Creative methods.
This group of methods is adjacent to the projective ones and is often considered together. It primarily includes drawing methods (“Self-portrait”, “Drawing of a non-existent animal”, “Man in the rain”, “Man on the bridge”, etc.). It is known that drawing is "the royal path to the knowledge and development of the child's psyche." Drawing methods are widely used for diagnosis in preschool and primary school age.
The use of these methods in adolescence and early adolescence, as a rule, turns out to be ineffective due to the increased criticality of adolescents to their creativity. Therefore, many teenagers refuse to draw. Even L. S. Vygotsky spoke about the “crisis of drawing” in this period. The data of specialists in children's drawing testify to the same (see, for example, Art and children, 1968).
In addition, our special studies show that in the drawing, adolescents, as a rule, do not directly express their motives, feelings and experiences so much (as happens at a younger age, which is what
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drawing is an indispensable means of psychodiagnostics during these periods), how much a certain theory, concept.
Accordingly, drawing methods are not included in this program.
7. Method of direct estimation (direct scaling).
This method of obtaining data includes numerous methods of graphical scales (in particular, the famous Dembo-Rubinstein scale, a variant of which is used in this work), rating methods, etc.
The advantage of these methods is the relative ease of implementation, relatively small time costs, the possibility of multiple use with the same subject, etc.
The main disadvantage of techniques based on this method of obtaining data is, as you know, obtaining only the data that a person wants to imagine about himself. With their help, it is difficult to penetrate into the complex phenomena of psychological life, to reveal the operation of deep psychological mechanisms. In addition, these methods are extremely susceptible to the influence of the factor of social desirability.
At the same time, these methods are widely used in various areas of psychological practice, primarily in sports psychology, since they initially involve joint work and partnership. The psychologist in this case works at the level where he is “allowed”. This circumstance turns out to be fundamental for working with adolescents, who, as noted, can be quite wary of the desire of an outsider - a psychologist - to penetrate into their inner world. At the same time, adolescents are keenly interested in discussing topics that concern them, which provides sufficient diagnostic capabilities of these methods.
Our specially conducted studies confirmed the point of view of B. Philipps and his colleagues (1972) that in adolescence and early adolescence, the method of direct assessment allows one to obtain sufficiently reliable results. Accordingly, this method is applied in the present work.
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8. Method of questionnaires.
Sufficient reliability in adolescence and early adolescence is also shown by the method of questionnaires, which was also noted in the study by B. Phillips et al. and later confirmed by us. This method of obtaining data includes both directly personality questionnaires, the classic of which are the Cattell test (in relation to the period of interest to us - adolescence and youthful options) and MMPI (adolescent option), the method of polar profiles, including numerous variants of the semantic differential (see. technique "Personal differential" Bazhin, Etkind). This also includes the method of Kelly's repertory grids. The latter relate to psychosemantic methods.
Here, the opportunity to directly tell about oneself is also significant, combined with the idea of ​​the security of one's inner world. At the same time, the control scales included in many questionnaires make it possible to control the distortion of answers under the influence of factors of social desirability, insincerity, aggravation, etc.
Classical questionnaires - Cattell, MMPI, etc. - are very voluminous and require a significant amount of time. In addition, these questionnaires are mainly aimed at analyzing individual characteristics and do not contain an idea of ​​the socio-psychological age standard. They lack significant characteristics for this period.
Therefore, in this work, questionnaires are used that are directly aimed at identifying characteristics that are significant for a given period and are oriented in accordance with the general concept to the socio-psychological standard.
Thus, in this work, for diagnostics, methods of direct assessment, questionnaires, incomplete sentences and conversations are used as informative for obtaining data on the development of the personality of adolescents and young men in the work of a school psychologist.
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RESEARCH PROCEDURE
Six methods are proposed for the study, which it is advisable to use as a battery and move in the following order:
1. Diagnosis of self-esteem, the level of claims.
2. Diagnosis of learning motivation.
3. The study of self-concept.
4. The study of attitudes towards the past, present and future.
5. Diagnostics of readiness for self-development.
6. Diagnosis of social competence.
The first five methods are carried out frontally, with a group. It takes 60-80 minutes to complete them. Therefore, it is advisable to diagnose in two stages. For grades 5-9, this requirement is mandatory. In grades 10-11, if necessary and with the consent of the students, all methods can be carried out in one session.
The sixth technique is carried out individually in the form of a conversation with a teenager or a person who knows him well.
Let's move on to the presentation of diagnostic techniques.
Diagnosis of self-esteem, the level of claims
The method proposed below is a variant of the well-known Dembo-Rubinshtein method. This version was developed by A. M. Parishioners.
It is optimal to use the methodology at the stage of a mass survey to identify individual students and groups that require special attention from teachers and a psychologist who are included in the risk category.
experimental material.
Methodology form containing instructions, tasks, as well as a place for recording the results and the conclusion of the psychologist (Appendix 1).
Order of conduct.
The technique can be carried out frontally - with a whole class or group of students - and individually with each student. During frontal work after the distribution of forms to schoolchildren
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it is proposed to read the instructions, then the psychologist must answer all the questions they ask. After that, students are asked to complete the task on the first scale (healthy - sick). Then you should check how each of the students completed the task, paying attention to the correct use of the icons, the exact understanding of the instructions, and answer the questions again. After that, the students work independently, and the psychologist does not answer any questions. Filling in the scale along with reading the instructions - 10-15 minutes.
Processing of results.
Results on scales 2-7 are subject to processing. The “Health” scale is considered as a training scale and is not included in the overall assessment. If necessary, the data on it are analyzed separately.
For ease of calculation, the score is converted into points. As already noted, the dimensions of each scale are 100 mm, in accordance with this, points are awarded (for example, 54 mm = 54 points).
1. For each of the seven scales (with the exception of the “Health” scale), the following is determined:
the level of claims in relation to this quality - by the distance in millimeters (mm) from the lower point of the scale (0) to the “x” sign;
height of self-esteem - from "0" to the sign "-";
the magnitude of the discrepancy between the level of claims and self-esteem - the difference between the values ​​characterizing the level of claims and self-esteem, or the distance from "x" to "-"; in cases where the level of claims is lower than self-esteem, the result is expressed as a negative number. The corresponding value of each of the three indicators (the level of claims, the level of self-esteem and the discrepancy between them) is recorded in points for each scale.
2. The average measure of each of the indicators for the student is determined. It is characterized by the median of each of the indicators on all analyzed scales.
3. The degree of differentiation of the level of claims and self-esteem is determined. They are obtained by combining
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on the subject's form, all the signs are "-" (to determine the differentiation of self-esteem) or "x" (for the level of claims). The resulting profiles clearly demonstrate the differences in the student's assessment of different aspects of his personality, the success of his activity.
In cases where a quantitative characteristic of differentiation is necessary (for example, when comparing the results of a student with the results of the whole class), the difference between the maximum and minimum values ​​can be used, but this indicator is considered as conditional.
It should be noted that the higher the differentiation of the indicator, the lower the value of the average measure and, accordingly, the lower the value it has and can only be used for some guidance.
4. Particular attention is paid to such cases when claims are below self-esteem, some scales are skipped or not completely filled (only self-esteem or only the level of claims is indicated), icons are placed outside the scale (above the top or below the bottom), signs are used that do not provided by the instruction, etc.
Evaluation and interpretation of results.
The methodology is normalized on the corresponding age samples of students in Moscow schools, the total sample size is 500 people, girls and boys are approximately equally divided.
For evaluation, the average data of the subject and his results on each scale are compared with the standard values ​​given below (see Tables 1, 2).
Table 1
Indicators of self-esteem and the level of claims
Parameter Quantitative characteristic, score Low Norm Very high Medium High 10-11 l. Level of claims less than 6868-8283-9798-100 and more Level of self-esteem less than 6161-7273-8586-100 and more25
12-14 l. Level of claims less than 6464-7879-9394-100 and more Level of self-esteem less than 4848-6364-7879-10015-16 l. Level of claims 0-6667-7980-9293-100 and more Level of self-esteem 0-5152-6566-7 980-100Table 2
Indicators of the discrepancy between self-esteem and the level of claims
Parameter Quantitative characteristics, points 1011-25more than 25degree differentiation of claims 0-910-23 more than 23 The degree of differentiation of self-esteem 0-1213-25 more than 2515-16 l. The degree of discrepancy between the level of claims and self-esteem 0-89-26 more than 26 25More than 25Most favorable in terms of personal development are the following results: average, high or even very high (but not beyond the scale) level of claims,
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combined with an average or high self-esteem with a moderate discrepancy between these levels and a moderate degree of differentiation of self-esteem and the level of claims.
Also productive is such a variant of attitude towards oneself, in which a high and very high (but not extremely), moderately differentiated self-esteem is combined with very high, moderately differentiated claims with a moderate discrepancy between claims and self-esteem. The data show that such students are characterized by a high level of goal-setting: they set rather difficult goals for themselves, based on ideas about their very great opportunities and abilities, and make significant targeted efforts to achieve these goals.
All cases of low self-esteem are unfavorable for personal development and for learning. Unfavorable are also cases when a student has an average, weakly differentiated self-esteem, combined with average claims and characterized by a slight discrepancy between claims and self-esteem.
Very high, weakly differentiated self-esteem, combined with extremely high (often even beyond the extreme upper point of the scale), weakly differentiated (as a rule, not differentiated at all) claims, with a slight discrepancy between claims and self-esteem, usually indicates that a high school student for various reasons ( protection, infantilism, self-sufficiency, etc.) is "closed" to external experience, insensitive to either his own mistakes or the comments of others. Such self-assessment is unproductive, hinders learning and, more broadly, constructive personal development.
An analysis of behavior during the experiment and the results of a specially conducted conversation are used as additional indicators.
Interpretation of behavioral features during the execution of the task. Data on the behavior of the student during the performance of the task provide useful additional information when interpreting the results, so it is important to observe and record the behavior of the students during the experiment.
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Strong arousal, demonstrative statements that "the work is stupid", "I do not have to do this", refusal to complete the task, the desire to ask the experimenter various irrelevant questions, to draw his attention to his work, and also very fast or very slow performance of the task (compared to other schoolchildren for at least 5 minutes), etc. serve as evidence of increased anxiety - caused by a collision of conflict tendencies - a strong desire to understand, evaluate oneself and fear to show, first of all for oneself, one's own insolvency. Such schoolchildren, in conversations after the experiment, often note that they were afraid to answer “not so”, “to seem stupider than they are”, “worse than others”, etc.
Too slow performance of work may indicate that the task turned out to be new for the student at the same time very significant. Slow execution and the presence of numerous amendments, strikethroughs, as a rule, indicate difficulty in assessing oneself, associated with the uncertainty and instability of self-esteem. Too fast execution usually indicates a formal attitude to work.
Conducting a conversation. For a deeper understanding of the features of the level of claims and self-esteem of schoolchildren, the implementation of the methodology can be supplemented by an individual conversation with the schoolchild. After the individual performance of the work, the conversation can immediately follow the completion of the task; after the frontal conduction, the conversation is usually held after processing the results.
When conducting a conversation, it is necessary to fulfill the basic requirements for an experimental conversation:
listen carefully to the student;
pause, do not rush the student;
in cases where the student has difficulty answering direct questions (Why did you rate your mind like that? Character?), switch to indirect forms (for example, offer to talk about his peer with characteristics similar to those given by the student, etc.). );
ask broad enough questions that involve the student in the conversation;
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do not suggest "forgotten" words, expressions;
ask specific, clarifying, but not leading questions;
hold freely, without tension;
regulate the pace, tone and lexical composition of one's own speech in accordance with the specified characteristics of the student's speech;
do not give value judgments, both verbal and non-verbal;
emotionally supporting the student, at the same time not expressing excessive interest in his answers,
the general tone of the conversation should, as a rule, be calm, friendly and at the same time quite businesslike; a direct reaction to the content of what the student said should be excluded.
Diagnosis of learning motivation
The proposed method for diagnosing learning motivation and emotional attitude to learning is based on the C. D. Spielberger questionnaire aimed at studying the levels of cognitive activity, anxiety and anger as actual states and as personality traits (State-Trait Personaity Inventory). A modification of the questionnaire for studying the emotional attitude to learning for use in Russia was carried out by A. D. Andreeva. This version is supplemented with a scale of experience, success (achievement motivation), a new processing option. Accordingly, new approbation and normalization were carried out. This version of the scale was made by A. M. Parishioners.
Experimental material:
Method sheet. The first page of the form contains all the necessary information about the subject and instructions. Here, in the frame, the results of the study are affixed and the conclusion of the psychologist is placed. The text of the methodology is presented on the following pages. (Annex 2)